What's So Funny, Mr. Scieszka? Revision

Read this examples of figurative language from the text.

"The voice flew across the room and nailed me to the back of my seat"

The author's use of figurative language in this sentence...

• shows the narrator's mood.

• creates optimism in the story.

• conveys the narrator's purpose.

• builds tension in the story.

Tags

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.7.4

CCSS.RL.4.4

CCSS.RL.8.4

Choose the intensive pronoun that correctly replaces the underlined word in the sentence:

Students caught laughing were putting them in danger of getting in trouble.

• herself

• themselves

• we

• correct as is

Tags

CCSS.L.6.1B

CCSS.L.3.1A

CCSS.L.2.1D

CCSS.L.2.1C

How does the organization of paragraphs 13-16 (page 37) contribute to the selection?

• A sense of suspense is built as Jon begins to tell his joke.

• A comparison is made between potential paths for Jon.

• A description is given of each person Jon sees in the classroom.

• A realistic argument is provided to prove that Jon made the right decision.

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.7.2

CCSS.RL.5.2

Reread paragraph 25 of the selection.  Based on the text, which phrase best describes the author's point of view?

"I don't remember the grade I got in fifth-grade class. But I do remember the laugh I got. It was huge. It was the whole class (except Sister Margaret Mary). It was out-of-control hysterical. It was glorious. And it set me on my lifelong path of answering that classic question, "What's so funny, Mr. Scieszka?"

• An objective point of view that explains the consequences of misbehaving in class

• A subjective point of view that describes how the teacher feels toward her student

• A subjective point of view that explains the effect of the experience on the life of the author

• An objective point of view that describes the response of the classmates to the joke of the author

Tags

CCSS.RI.6.6

CCSS.RL.6.6

CCSS.RI.6.9

CCSS.RL.7.6

CCSS.RI.7.6

The author wrote this selection most likely to ---

• inform readers about an early experience in his life

• persuade readers to always be honest when speaking

• entertain readers with a story from his childhood

• provide readers with evidence of the strict rules at the school

Tags

CCSS.RI.6.6

CCSS.RL.6.6

CCSS.RI.6.9

CCSS.RI.7.6

CCSS.RL.5.6

Read the sentence from paragraph 14.

Sister Margaret Mary's eyes pop open wider than I have ever seen them.

The author uses exaggeration in this sentence to create what voice?

• Critical

• Humorous

• Inspirational

• Outraged

Tags

CCSS.RL.8.3

CCSS.RL.2.6

Which two quotations for the selection best support the idea that the author made an important decision?

• That day I reached a life-choice fork in the road. (paragraph 7)

• A good grade in religion class is always a good thing in Catholic school. (paragraph 11)

• I chose my life's path. (paragraph 12)

• Sister Margaret Mary's eyes open impossibly wider. (paragraph 18)

• I feel the whole world pause for just a single beat, like it always does before a good punch line. (paragraph 23)

Tags

CCSS.RL.8.3

CCSS.RL.2.6

Why does the author describe seeing a light as he is telling the joke in paragraph 19? What might the light represent?

Tags

CCSS.RL.8.3

CCSS.RL.2.6

What lesson did the author learn in the selection?

• Grades aren't that important.

• Follow your instincts.

• Respect your elders.

• Friends can't always be trusted.

Tags

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.5.9

CCSS.RL.5.2

CCSS.RL.4.2

Which quotation from the text supports the idea that Mr. Scieska learned to follow his instincts'?

• "I'm sorry, Sister," was also a very good reply. (paragraph 6)

• Even my pal Tim K. is shaking his head. (paragraph 14)

• But I feel it. I have to do it. (paragraph 14)

• I don't remember the grade I got in fifth-grade religion class. (paragraph 25)

Tags

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.5.9

CCSS.RL.5.2

CCSS.RL.8.2