_The Crossover_ and "Double Doubles"

In the first stanza of “JB and I,” from The Crossover, the poet uses graphical elements such as punctuation to —.

• set the meter pattern for the poem

• establish the rhyme scheme of the poem

• create a sense of rhythm in the poem

• form internal rhymes in the poem

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.5

Lines 1–2 are important to “JB and I,” from The Crossover, because they help to —.

• introduce a familiar sport

• describe the speaker

• create tension

• establish the mood

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

In lines 9 through 15 of “At the End of Warm-Ups, My Brother Tries to Dunk,” from The Crossover, the speaker seems —.

• envious

• nervous

• thoughtful

• arrogant

Tags

CCSS.RL.6.4

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.4

In lines 16 to 21 of “JB and I,” from The Crossover, how does the structure change?

• It changes from many short sentences to one long sentence.

• It changes from many rhyming lines to no rhyming lines.

• It changes from one speaker to many speakers.

• It changes from one long stanza to several short stanzas.

Tags

CCSS.RL.6.4

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.5

What does the title “Double Doubles” reveal about the poem?

• It reveals that the poem is about a set of twins.

• It reveals that the poem is written by two people.

• It reveals that the subject of the poem is tennis.

• It reveals that the poem is written in double meter.

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.5

What does the author’s organizational structure in the poem “Double Doubles” reveal about the characters?

• They are the same person pretending to be two people.

• They are so close that they can finish each other’s sentences.

• They are competitive when one challenges the other’s decisions.

• They are similar people who play with different styles.

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.5

In “Double Doubles,” the poet uses I in order to —.

• suggest that the speaker is somewhat arrogant

• develop the idea that the speaker is the same as the main character

• emphasize how the speaker connects with the reader

• identify who is speaking at the time in the poem

Tags

CCSS.RL.6.4

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.5

Which two phrases describe the reasons the poet of “Double Doubles” uses sensory language in lines 25 through 30?

• to identify the examples of teamwork

• to understand why the speakers won

• to imagine the sounds of the game

• to know how a speaker was feeling

• to feel compassion for the speakers

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.7.4

CCSS.RL.8.4

Why do both authors write the poems from the same point of view?

• The poems are written from the sibling’s point of view so readers can get a third-person account of the events.

• The poems are written from the author’s point of view so readers can get a first-person account of the events.

• The poems are written from the sibling’s point of view so readers can get a first-person account of the events.

• The poems are written from the author’s point of view so readers can get a third-person account of the events.

Tags

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RI.8.7

CCSS.RL.7.7

CCSS.RL.8.5

JB shaves his head, and his brother had dreadlocks.

• true

• false

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3