
Iambic Pentameter Quiz
Authored by MICHELLE MANUEL
English
9th Grade
CCSS covered

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10 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the definition of iambic pentameter?
A type of poetic meter consisting of five trochees per line.
A type of poetic meter consisting of five iambs per line.
A type of poetic meter consisting of six iambs per line.
A type of poetic meter consisting of four iambs per line.
Tags
CCSS.L.9-10.4
CCSS.RL.9-10.4
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Give an example of iambic pentameter in literature.
Shall I compare thee to a summer's day?
To be or not to be, that is the question.
Once upon a midnight dreary, while I pondered, weak and weary.
Roses are red, violets are blue.
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How do you identify stressed and unstressed syllables in iambic pentameter?
Analyze the natural stress patterns of words and the meter of the poem, marking stressed syllables with a / symbol and unstressed syllables with a x symbol.
Count the number of syllables in each word
/x
Listen for the pitch of each syllable
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which famous sonnet was written in iambic pentameter?
Sonnet 55
Sonnet 30
Sonnet 12
Sonnet 18
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
In the line 'Shall I compare thee to a summer's day?' from Shakespeare's Sonnet 18, how many stressed syllables are there?
4
6
8
5
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
6.
MULTIPLE SELECT QUESTION
30 sec • 1 pt
True or False: Iambic pentameter consists of five iambs.
I don't know
False
True
True
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the purpose of using iambic pentameter in poetry?
The purpose of using iambic pentameter in poetry is to create a rhythmic and musical quality to the verse.
To create a sense of chaos and disorder in the poem
To add complexity and confusion to the verse
To make the poem difficult to understand
Tags
CCSS.RL.8.10
CCSS.RL.8.4
CCSS.RL.8.5
CCSS.RL.9-10.10
CCSS.RL.9-10.9
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