Phone & YouTube Articles

In the introduction of Article 4, "Would You Implant Your Phone in Your Brain?", author Mackenzie Carro...

• speaks from the point of view of a scientist.

• speaks to the reader as though the reader were a scientist in a future civilization.

• describes a time in the future from the third-person point of view.

• speaks to the reader as though the reader were living in the future.

Tags

CCSS.RI.11-12.10

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

The author likely uses the point of view you identified in question 1 to

• put the reader in the story, helping the reader imagine the experience she is describing.

• make the reader feel worried.

• let the reader know that the tone of the article is humorous.

• show the reader that anyone can have a smartphone implant.

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RI.7.9

3. Which line helps to refute the claim that a smartphone implant would improve our lives? (To refute is to show that a statement or claim is incorrect.)

• "But one day, experts say this technology could be a reality.”

• “Then again, maybe this future technology wouldn’t be much of a change.”

• “Studies show that excessive time on our devices can make us feel anxious, lonely, and fatigued.”

• “All you would have to do is use your thoughts.”

The main purpose of the article "Would You Implant Your Phone in Your Brain?" is to

• convince readers that smartphone implants are a bad idea.

• convince readers to get smartphone implants.

• explore the pros and cons of a potential future technology.

• help readers understand the science behind smartphone implants.

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RI.7.6

What is YOUR opinion on the question, "Would you implant your phone in your brain?"

• Yes, I would like to have my phone implanted in my brain.

• No, phones don't belong in brains.

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

In Article 5, "YouTube Made Me Do It," consider the detail about human cannonballs on page 26. This detail helps the reader understand...

• that social media encourages dangerous behavior.

• that teens have always taken risks.

• that people enjoy watching risky stunts.

• how challenge videos affect viewers.

Tags

CCSS.RI.6.2

CCSS.RL.5.2

CCSS.RL.6.1

CCSS.RL.6.2

CCSS.RL.7.2

According to information in Article 5, what is one reason young people try dangerous challenges like the Tide POD challenge?

• Social media sites pay teens to try these challenges.

• Teens don’t mind getting hurt.

• Teens believe these challenges are safe.

• The adolescent brain is wired to take risks.

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RL.6.9

CCSS.RL.5.7

On page 27 in Article 5, Mackenzie Carro writes, “YouTube has removed thousands of clips of dangerous challenges...” This line supports the idea that

• YouTube has not done enough to protect its users.

• social media sites like YouTube do try to protect their users and discourage risky behavior.

• YouTube’s policies are too strict.

• it’s not YouTube’s fault that people post so many challenge videos.

On page 26 in Article 5, Carro writes, “Can social media sites really be blamed for kids making risky challenge videos?” What literary device is she using?

• rhetorical question (asking a question for effect)

• hyperbole (extreme exaggeration)

• symbolism (using objects to represent ideas)

• irony (saying something but meaning the opposite)

What is the purpose of the literary device you chose for your answer to the last question?

• to convince readers that kids should stop making risky challenge videos

• to suggest that challenge videos are not as bad a problem as many people think they are

• to help readers understand what challenge videos are

• to get readers to think about whether social media sites are responsible for how their users behave