In the world of Harrison Bergeron, what is the government's primary goal in regulating society?

To ensure complete equality by handicapping people’s abilities

To encourage people to be creative and original

To reward the most intelligent individuals

What types of handicaps do individuals with above-average abilities, like Harrison Bergeron, have to wear?

Special glasses that blur their vision

Heavy weights and earphones that disrupt their thinking

How does Harrison Bergeron react to the oppressive government rules in the story?

He openly rebels by breaking free from his handicaps and declaring himself emperor

He tries to escape to another country

He plots to overthrow the government using political tactics

What happens to Harrison Bergeron when he attempts to rebel on live television?

He is killed by the Handicapper General

He is captured and punished by the government

He is celebrated by the public as a hero

What is the underlying message or theme of Harrison Bergeron?

The dangers of extreme equality and the loss of personal freedom

The value of extreme government control for maintaining order

The idea that people should all look and behave the same

What is the central conflict in Everyday Use?

A mother’s struggle to decide how to pass down family heirlooms

A fight over money between the mother and her daughters

A daughter’s desire to leave her family and move to the city

What is the main difference between Dee (Wangero) and her sister Maggie in the story?

Dee embraces a more modern, fashionable lifestyle, while Maggie is humble and connected to her heritage

Dee is more focused on material wealth, while Maggie is more interested in education

Dee is quiet and reserved, while Maggie is outspoken and independent

What does Dee want to take from her family’s home when she visits?

The quilts that were made by her grandmother and great-grandmother

Her mother’s antique furniture

The family’s heirloom jewelry

How does Mama feel about Dee’s desire to take the quilts?

She is proud of Dee’s interest in their heritage but decides to give the quilts to Maggie

She feels guilty but decides to give them to Dee

She refuses to give the quilts to either of her daughters

What is the symbolic meaning of the quilts in Everyday Use?

They represent the deep connection to family history and the value of practical heritage

They symbolize Dee’s desire to be recognized as sophisticated and cultured

They are a sign of wealth and status that can be flaunted in society

Why does the man struggle to survive in the harsh Yukon wilderness?

He is unfamiliar with the terrain

How does the man react to the advice given by the old-timer about traveling alone in such low temperatures?

He laughs it off and continues his journey

He agrees and decides to turn back

He is terrified but decides to follow the advice

Why does the man fail to build a successful fire after falling into the snow?

The wood is too wet to catch fire

The wind blows the fire out before it can grow

He doesn't know how to make fire properly

What is the significance of the man's dog in the story?

The dog is symbolic of human vs natural instinct

The dog is an important part of the man's survival strategy

The dog is indifferent and doesn't help the man

What is the man's ultimate realization toward the end of the story?

Nature doesn't care about him, and he will not survive

He is not invincible and begins to fear the wilderness

He needs to return to civilization immediately for help

What is Miss Strangeworth’s, attitude towards the town?

She believes the town is filled with evil and must be exposed

She dislikes the people and keeps to herself

She is highly involved in the community, trying to help everyone

What does Miss Strangeworth secretly do every day?

Delivers anonymous letters to residents, revealing their supposed flaws

Writes letters to strangers offering advice

Visits the townspeople to gossip

How does Miss Strangeworth justify writing her anonymous letters?

She believes it is her moral duty to expose evil

She thinks the letters are an act of revenge

She wants to create chaos and harm others

What happens at the end of the story as a result of Miss Strangeworth’s actions?

The townspeople retaliate by exposing her secret

She receives a letter of apology from the town

What does the story suggest about the nature of good and evil?

Evil is often hidden in plain sight, and good people can cause harm unintentionally

Good and evil are easy to distinguish in society

Evil is always punished and good prevails

What is the primary reason Nicholas Gage struggles with school when he first arrives in America?

He doesn’t know English and feels isolated

He dislikes the subject matter being taught

He has difficulty making friends

How does Miss Hurd, the narrator’s teacher, initially help Nicholas Gage with his challenges?

She takes him aside and encourages him to use his writing to express himself

She assigns him extra homework to improve his grades

She arranges for him to attend after-school tutoring

What impact does Miss Hurd have on Nicholas’s future aspirations?

She inspires him to pursue a career in writing and journalism

She convinces him to become a teacher like her

She encourages him to become a lawyer

How does the relationship between Nicholas and Miss Hurd change over time?

He gradually accepts her support and starts to see education as a path to success

He becomes resentful of her persistent encouragement

He ignores her advice and continues to struggle in school

What event or realization prompts Nicholas to reflect on how Miss Hurd changed his life?

He looks back on his journey after achieving success as a writer

He receives a letter from her years later

He finds a note she left him in his yearbook

What action does Dorothy take when the cyclone approaches?

She rescues Toto before trying to reach the shelter

She runs outside to help Uncle Henry with the animals

She immediately follows Aunt Em into the cyclone shelter

What solution is suggested to Dorothy for getting back to Kansas?

She should travel to the Emerald City to seek help from the Wizard of Oz

She should wait for another cyclone to take her back

She must learn to become a witch herself to use magic for her return

What prompts the Scarecrow to join Dorothy on her journey?

He hopes that the Wizard of Oz can give him a brain

He is looking for company on his own journey to the Emerald City

He wants to escape the cornfield and explore the world

Why does Dorothy express a desire to return to Kansas despite its dullness?

She longs for home and wants to recapture a sense of belonging

She believes that Kansas is more colorful than Oz

She is afraid of the dangers in Oz

What caused the Tin Woodman to become entirely made of tin?

He was cursed by the Wicked Witch of the East, who enchanted his axe

He was attacked by enemies, who gradually replaced his limbs with tin

He suffered from a disease, and his ailment required tin replacements for his limbs

Why does the Lion decide to join Dorothy and her friends?

He hopes the Wizard will give him the courage he lacks

He believes the Wizard can help him find a new home

He is ordered to follow them by the Witch of the North

What does the Lion's plan to cross the ditch demonstrate?

His willingness to take risks for the group

His fear of heights and reluctance to jump

His preference for solving problems alone

Why are the Scarecrow and the Tin Woodman unaffected by the poppies?

They are not made of flesh and do not breathe

They have built up immunity to the poppies

They take a special antidote before entering the field

I-English 10 Semester 1 Exam

Authored by Jennelle Cavin

others

10th Grade

CCSS covered

Used 3+ times

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46 questions

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MULTIPLE CHOICE QUESTION

30 sec • 2 pts

the study of the structure of words and their meaning

inflection

morpheme

morphology

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

MULTIPLE CHOICE QUESTION

30 sec • 2 pts

the smallest unit of meaning

inflection

morpheme

morphology

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

MULTIPLE CHOICE QUESTION

30 sec • 2 pts

any morpheme added to a base word that changes its meaning

affix

base word

prefix

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

MULTIPLE CHOICE QUESTION

30 sec • 2 pts

a morpheme added to the end of a base word that changes its meaning

base word

prefix

suffix

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

MULTIPLE CHOICE QUESTION

30 sec • 2 pts

a morpheme added to the beginning of a base word that changes its meaning

baseword

prefix

suffix

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

FILL IN THE BLANKS QUESTION

30 sec • 2 pts

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. hop + ing

(a)

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

FILL IN THE BLANKS QUESTION

30 sec • 2 pts

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. run + er

(a)

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

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I-English 10 Semester 1 Exam

the study of the structure of words and their meaning

the smallest unit of meaning

any morpheme added to a base word that changes its meaning

a morpheme added to the end of a base word that changes its meaning

a morpheme added to the beginning of a base word that changes its meaning

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. hop + ing

(a)

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. run + er

(a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. love + ing

(a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. dance + ing

(a)

Rule 3: Changing the "y" to "i" (when the base word ends in "y") When a base word ends in "y" and the suffix does not begin with an "i," the "y" is usually changed to "i." beauty + ful

(a)

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I-English 10 Semester 1 Exam

the study of the structure of words and their meaning

the smallest unit of meaning

any morpheme added to a base word that changes its meaning

a morpheme added to the end of a base word that changes its meaning

a morpheme added to the beginning of a base word that changes its meaning

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. hop + ing (a)

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. run + er (a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. love + ing (a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. dance + ing (a)

Rule 3: Changing the "y" to "i" (when the base word ends in "y") When a base word ends in "y" and the suffix does not begin with an "i," the "y" is usually changed to "i." beauty + ful (a)

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Popular Resources on Wayground

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Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. hop + ing

(a)

Rule 1: Doubling the final consonant (for short, stressed vowels) For some base words, the final consonant is doubled before adding a suffix if the word has a single vowel followed by a single consonant, and the stress is on the final syllable. run + er

(a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. love + ing

(a)

Rule 2: Dropping the final "e" (for silent "e") When a base word ends in a silent "e," the "e" is usually dropped before adding a suffix that begins with a vowel. dance + ing

(a)

Rule 3: Changing the "y" to "i" (when the base word ends in "y") When a base word ends in "y" and the suffix does not begin with an "i," the "y" is usually changed to "i." beauty + ful

(a)