Embarrassed? Blame Your Brain Review
Authored by Andy Weete
English
6th Grade
CCSS covered
Used 76+ times
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About
This quiz focuses on reading comprehension and text analysis skills centered around an informational article titled "Embarrassed? Blame Your Brain." The questions target 6th-grade level literacy skills, requiring students to demonstrate their ability to identify author's purpose, determine main ideas, analyze text structure and organizational patterns, interpret vocabulary in context using etymology clues, and distinguish between different genres of writing. Students must engage in higher-order thinking to understand how scientific evidence supports the author's explanations about teenage brain development and social emotions. The core concepts students need include understanding how authors use supporting evidence, recognizing different organizational patterns like definition and advantages/disadvantages, making connections between textual features like diagrams and main ideas, and applying context clues and word origins to determine meaning. Students must also synthesize information across multiple sections of the text to understand the overarching theme about why teenagers experience heightened sensitivity to social rejection and embarrassment. Created by Andy Weete, an English teacher in the US who teaches grade 6. This comprehensive review quiz serves multiple instructional purposes in the middle school English classroom, functioning effectively as a formative assessment tool to gauge student understanding after reading a complex informational text about adolescent brain science. Teachers can deploy this quiz as a post-reading activity to reinforce key reading strategies, use it as homework to extend learning beyond the classroom, or implement it as a warm-up review before discussing text analysis techniques. The varied question types support differentiated instruction by addressing multiple reading skills simultaneously, from literal comprehension to analytical thinking about text structure and author's craft. This assessment aligns with Common Core standards CCSS.ELA-LITERACY.RI.6.2 for determining central ideas and providing summaries, CCSS.ELA-LITERACY.RI.6.4 for determining word meanings including those derived from Latin roots, CCSS.ELA-LITERACY.RI.6.5 for analyzing text structure, and CCSS.ELA-LITERACY.RI.6.6 for determining author's purpose, providing teachers with comprehensive data about student mastery across essential sixth-grade reading standards.
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13 questions
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1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What is most likely the author’s purpose for including information about the game Cyberball?
To explain how feelings change over time
To explain why some teens do not like games
To explain how feeling rejected affects the brain
To explain why some people feel pain more than others
Tags
CCSS.RI.6.6
CCSS.RI.6.9
CCSS.RL.6.6
CCSS.RI.7.6
CCSS.RL.5.6
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
The word amplify comes from the Latin word amplificare, which means “to enlarge."
Read Paragraph 9
Our thoughts and feelings depend on the balance between many different brain systems. Activity in one system can amplify or cancel out activity in another. Because our brains take more than two decades to develop, some brain systems come online sooner than others. Unfortunately, the systems that trigger embarrassment and fear of rejection fire up years before the systems that tame bad feelings.
” What does amplify mean in paragraph 9 of “Embarrassed?”
Embarrass
Strengthen
Identify
Soothe
Tags
CCSS.RI.6.4
CCSS.RI.7.4
CCSS.RL.5.1
CCSS.RL.6.4
CCSS.RL.5.4
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
This article is mostly about __________________
the benefits of embarrassment
situations that are embarrassing to teenagers
situations that are embarrassing to teenagers
why teenagers are so sensitive to social pressure
Tags
CCSS.RI.5.2
CCSS.RI.6.2
CCSS.RL.5.2
CCSS.RL.6.2
CCSS.RL.7.2
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How does the author mainly support her ideas?
With scientific evidence
With experts’ opinions
With funny anecdotes
With references to information sources
Tags
CCSS.RI.6.6
CCSS.RI.6.9
CCSS.RL.6.6
CCSS.RI.7.6
CCSS.RI.7.9
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What type of literary text is this?
fairy tale
argumentative text
poetry
informational text
Tags
CCSS.RI.4.5
CCSS.RI.5.5
CCSS.RI.6.5
CCSS.RI.7.5
CCSS.RI.8.5
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What purpose did the diagram of the brain serve in the text?
To help the reader learn the parts of the brain
To give the reader more information about the topic
To let the reader create a visual image in their brain
To see the various parts of the brain and what they do
Tags
CCSS.RI.1.5
CCSS.RI.2.5
CCSS.RI.K.5
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
1 In “Embarrassed?” what is most likely the author’s purpose for including information about the game Cyberball?
A To explain how feeling change over time
B To explain why some teens do not like games
C To explain how feeling rejected affects the brain
D To explain why some people feel pain more than others
Tags
CCSS.RI.6.6
CCSS.RI.6.9
CCSS.RL.6.6
CCSS.RL.5.6
CCSS.RL.7.6
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