Bread Test

In the opening paragraph, the author primarily uses sensory details to:

• Describe the process of baking bread.

• Create a vivid image of a simple meal.

• Highlight the importance of healthy eating.

• Emphasize the value of handmade goods.

Tags

CCSS.RI.9-10.4

CCSS.RI.9-10.4

CCSS.RL.8.4

CCSS.RL.9-10.4

CCSS.RI.8.4

How does the author create contrast between the kitchen setting in paragraph 1 and the famine in paragraph 2?

• By emphasizing the abundance of bread in the kitchen and the lack of food during the famine.

• By describing the luxury of breadmaking and the difficulty of scavenging.

• By focusing on the narrator’s indifference to food in the kitchen.

• By comparing the taste of bread in both scenarios.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What does the “piece of bread” in paragraph 2 symbolize?

• Comfort and luxury

• Love and sacrifice

• Survival and desperation

• Generosity and abundance

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What is the purpose of the rhetorical questions in paragraph 3?

• To criticize selfish behavior

• To illustrate the difficulty of ethical decisions

• To explain why the narrator chose to eat the bread

• To suggest that bread has little significance

Tags

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Which is the author’s primary purpose for changing the amounts of bread in each setting?

• To argue that the more bread one has the better their life will be.

• To persuade readers to go out and give food to the poor and hungry when they have extra bread in their refrigerator.

• To convince the reader that those who have less bread are more likely to choose to share the small amount they have.

• To suggest that the value of bread changes depending on the circumstances and environment.

Tags

CCSS.RL.8.6

CCSS.RI. 9-10.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.9-10.6

What does the yellow bowl represent in paragraph 4? (TEK 8E)

• The value of using your power to protect the vulnerable and the weak

• The prisoner’s former life with plenty to eat and to enjoy

• The comfort of a life with simpler moral choices

• The simple, yet poignant beauty of everyday objects

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

How does the fairy tale in paragraph 5 relate to the central themes of the text?

• It explores the moral consequences of selfishness.

• It contrasts generosity with greed.

• It explains the cultural significance of bread.

• It provides a resolution to the famine scenario.

Tags

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RI.7.2

The repetition of the word "bread" throughout the passage emphasizes:

• The importance of bread in human history.

• The central role of food in human survival.

• The author's fascination with the baking process.

• The many different types of bread available.

Tags

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RI.11-12.2

What is the effect of the narrator’s repeated use of the word “imagine” throughout the text?

• It creates a sense of detachment from the scenarios.

• It draws readers into the scenarios to evoke empathy.

• It challenges readers to question their perception of reality.

• It contrasts imagination with reality.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What is the significance of the phrase "it does not mean life" in the context of the prison scene?

• It suggests that the bread offered is poisoned.

• It highlights the importance of maintaining one's dignity and integrity.

• It emphasizes that survival is more than just physical sustenance.

• It suggests that the prisoner's life is already forfeit.

Tags

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.7.2