Agnes Grey (RL 10.1-10.6)

What textual evidence best supports the narrator’s feelings of isolation upon her arrival at the Murray home?

• A waste of deserts tossed in snow.

• I awoke the next morning feeling like one whirled away by enchantment.

• The figure of a tall, stout gentleman with scarlet cheeks and crimson nose.

• Mrs. Murray was a handsome, dashing lady of forty.

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RI.8.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Which evidence from the passage most strongly supports the idea that the narrator feels undervalued by her employers?

• She just stepped into the schoolroom...said a few words about the weather.

• Mrs. Murray was so extremely solicitous for the comfort and happiness of her children.

• I must begin with calling them Miss and Master.

• By all accounts, I say; for, except on Sundays, when he went to church, I never saw him.

Tags

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

Which theme is most central to this passage?

• The complexities of professional and personal relationships.

• The struggles of educators to balance authority and empathy.

• The emotional toll of isolation in a new environment.

• The societal expectations placed on women during the 19th century.

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which detail most effectively develops the theme of isolation in the passage?

• A wide, white wilderness was all that met my gaze.

• The little words Miss and Master seemed to have a surprising effect.

• I was to act accordingly—to study and strive to amuse and oblige.

• Her children evidently held the same opinion, and I alone thought otherwise.

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

What does the narrator’s decision to call the children 'Miss' and 'Master' reveal about her character?

• She is eager to maintain authority.

• She is learning to adapt to societal expectations.

• She feels confident in her ability to connect with the children.

• She is hesitant to comply with the family’s rules.

Tags

CCSS.RL.11-12.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

How does the narrator’s description of Mrs. Murray shape the reader’s understanding of the narrator’s perspective?

• It highlights the narrator’s admiration for Mrs. Murray’s poise.

• It reveals the narrator’s envy of Mrs. Murray’s social status.

• It underscores the narrator’s feelings of inadequacy.

• It demonstrates the narrator’s indifference to Mrs. Murray’s character.

Tags

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

What is the meaning of “punctilio” as used in paragraph 3?

• A formal rule of conduct.

• A small act of rebellion.

• A source of joy.

• A minor inconvenience.

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

How does the phrase “offensive liberty” in paragraph 3 contribute to the tone of the passage?

• It adds a sense of formality.

• It emphasizes the narrator’s frustration.

• It conveys a sense of sarcasm.

• It highlights the narrator’s optimism.

Tags

CCSS.RL.11-12.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

How does the author’s choice to describe the narrator’s environment first contribute to the overall structure of the passage?

• It sets a tone of isolation and unease.

• It provides insight into the family dynamics.

• It foreshadows the narrator’s eventual acceptance of her role.

• It illustrates the narrator’s connection to nature.

Tags

CCSS.RL.1.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

What is the effect of the dialogue included in the passage, such as Mrs. Murray’s instructions?

• It highlights the narrator’s defiance toward her employer.

• It contrasts the expectations placed on the narrator with her own values.

• It demonstrates the narrator’s eagerness to please her employers.

• It shifts the focus from the narrator’s thoughts to her actions.

Tags

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6