8. How does the author use rhetoric to advance his/her purpose?

C) By using emotional language and vivid imagery to help the reader connect with Anna’s fear, hope, and suffering.

A) By including logical arguments and factual evidence to explain the historical events in detail.

B) By incorporating persuasive techniques to convince the reader to take political action.

D) By using humor and irony to make light of the hardships Anna and her family face.

9. How does the author use diction (word choice) to shape the reader's emotional response?

A) By choosing words that convey fear, sadness, and hope, making the reader empathize with Anna’s struggles.

B) By using complex and highly technical language to explain historical events in detail.

C) By including humorous and lighthearted words to make the story feel less serious.

D) By relying on neutral and detached language to keep the reader from feeling too emotional.

10. What effect does the final diary entry have on the overall meaning of the text?

B) It reinforces the themes of fear and uncertainty while also showing Anna’s hope for survival.

A) It provides a sense of closure by revealing that Anna and her family have safely escaped.

C) It shifts the focus away from Anna’s personal experiences and onto historical facts.

D) It introduces a new character who changes the course of the story.

11. How does the dialogue contribute to the development of the plot?

D) It reveals the urgency and danger the family faces, such as when Papa wakes them in the middle of the night to flee.

A) It provides comic relief to lighten the mood during difficult moments.

B) It focuses mainly on historical facts rather than personal experiences.

C) It slows down the story by including unnecessary conversations that do not advance the plot.

12. What do Anna's reactions to her situation reveal about her character?

A) She is brave and resilient, as she remains strong for her brother and follows her parents' guidance despite her fear.

B) She is careless and impulsive, often making reckless choices that put her family in danger.

C) She is indifferent to her situation, showing little concern for what happens to her family.

D) She is selfish and unwilling to sacrifice for others, focusing only on her own needs.

13. How does the phrase “I asked him if we would escape, but he only told me to trust him. I do trust him, but I am still afraid.” contribute to the theme of the story?

C) It highlights the theme of uncertainty and fear, showing how Anna struggles with trusting her father while still feeling afraid of the unknown.

A) It reinforces the theme of betrayal, suggesting that Anna does not truly believe her father’s words.

B) It introduces the theme of adventure, portraying the family’s escape as an exciting and thrilling experience.

D) It weakens the theme of resilience by showing Anna as too fearful to continue her journey.

14. How does Anna's reaction at the end contribute to the overall meaning?

D) It emphasizes her resilience and hope, as she continues to write in her diary despite the fear and uncertainty surrounding her.

A) It shows her indifference to the situation, suggesting she has given up on survival.

B) It shifts the focus away from her emotions and onto historical facts, making the story more informative than personal.

C) It introduces a sense of triumph, as Anna celebrates her family’s successful escape.

15. What is the best summary for this informational article?

B) The article describes the hardships Jewish people faced in ghettos during World War II, including overcrowding, starvation, and disease, and explains how some resisted and held onto hope.

A) The article focuses on the daily lives of Jewish children in ghettos, including their schooling, games, and friendships.

C) The article explains how the Nazis built the ghettos to protect Jewish people during the war and provide them with a safe place to live.

D) The article describes the geography and architecture of Jewish ghettos in different European cities during World War II.

16. What is the primary purpose of the passage?

A) To inform readers about the harsh conditions and experiences of Jewish people in ghettos during the Holocaust.

B) To entertain readers with a fictional story about life in a ghetto during World War II.

C) To persuade readers to visit historical Holocaust sites in Europe.

D) To compare different architectural styles of ghettos in various cities.

17. How does the author use rhetoric to convey his/her perspective?

C) By using emotional language and vivid descriptions to highlight the suffering and resilience of Jewish people in the ghettos.

A) By presenting only statistical data and historical dates to keep the passage purely factual and unemotional.

B) By using persuasive techniques to encourage readers to take political action today.

D) By including humor and sarcasm to make the topic more engaging for the reader.

18. How does the author use descriptive details to emphasize the conditions in the ghettos?

D) By describing the overcrowded spaces, lack of food, and spread of disease to highlight the extreme hardships faced by Jewish people.

A) By focusing on the geography and layout of the ghettos rather than the experiences of the people living there.

B) By emphasizing how life in the ghettos was similar to life outside, showing that conditions were not as bad as they seemed.

C) By avoiding specific descriptions and instead using general statements about the Holocaust.

19. How does the author establish credibility (ethos) in the article?

A) By providing historical details about the ghettos, such as their conditions, restrictions, and events like the Warsaw Ghetto Uprising.

B) By sharing personal opinions and emotions without including historical facts or evidence.

C) By making exaggerated claims about life in the ghettos without supporting details.

D) By relying solely on fictional stories instead of real historical context.

20. What theme is most strongly developed in both texts?

B) The resilience and hope of Jewish people despite the suffering they endured during the Holocaust.

A) The idea that war brings exciting opportunities for adventure and exploration.

C) The belief that life in the ghettos was comfortable and safe for most people.

D) The importance of humor and entertainment in difficult situations.

21. Based on both texts, what is the primary message about human nature during the Holocaust?

D) Even in the darkest times, people show resilience, courage, and the will to survive.

A) Fear causes people to act selfishly, and no one tries to help others in times of crisis.

B) Most people were unaffected by the Holocaust and continued living their normal lives.

C) Hardship always destroys hope, leaving people without the strength to continue.

22. How do both passages develop the topic of human suffering?

A) By describing the physical hardships, such as hunger, illness, and fear, that people endured in the ghettos.

B) By focusing only on military strategies and battles rather than personal experiences.

C) By downplaying the struggles of Jewish people and suggesting that life in the ghettos was not very difficult.

D) By avoiding emotional details and presenting only statistics about the Holocaust.

23. How does the topic of resilience appear in both texts?

C) Both texts show how Jewish people found ways to survive despite harsh conditions, whether through resistance, hope, or supporting one another.

A) Both texts suggest that resilience was impossible, and most people gave up in the face of suffering.

B) Both texts focus only on the actions of soldiers and leaders, ignoring the struggles of individuals in the ghettos.

D) Both texts describe life in the ghettos as easy, so resilience was not necessary for survival.

24. Which statement best explains the difference in how the theme of remembering the past is developed in each passage?

A) The diary passage develops the theme through a personal, firsthand account of suffering, while the informational article provides historical facts to ensure the events are not forgotten.

B) The diary passage focuses only on historical facts, while the informational article tells a fictional story to engage readers emotionally.

C) The diary passage emphasizes remembering the past through humor, while the informational article uses statistics to make the topic more serious.

D) The diary passage and the informational article both ignore the importance of remembering the past and focus only on the present.

25. How do the rhetorical strategies differ in their approach to describing the Holocaust?

B) The diary passage uses emotional and personal storytelling to create a deep connection with the reader, while the informational article relies on factual details and objective language to educate the reader.

A) The diary passage presents only statistics and historical facts, while the informational article uses a personal narrative to describe the Holocaust.

C) The diary passage and the informational article both use humor and lighthearted storytelling to make the topic more engaging.

D) The diary passage focuses on military strategies and battles, while the informational article describes only the experiences of Jewish individuals.

Paired Text Review

Authored by Heather Hollar

English

7th Grade

CCSS covered

Used 1+ times

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25 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How does the diary format help to develop the plot?

A) It focuses only on action and dialogue, leaving out personal reflections.

B) It makes the story confusing by presenting events out of order.

C) It allows the reader to experience events in real-time and understand the character’s emotions more deeply.

D) It provides a distant and factual perspective on historical events.

Tags

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RL.5.10

CCSS.RI.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2. What detail from “Anna’s Diary” helps develop one of the characters?

A) Anna's father hides papers and food beneath the floorboards, showing his determination to protect his family.

B) The soldiers are searching everywhere, creating a sense of urgency in the story.

C) Mr. Kowalski provides shelter, showing that there were people willing to help.

D) The ghetto has smaller rations, emphasizing the hardships faced by many families.

Tags

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RL.5.10

CCSS.RL.4.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3. What rhetorical appeal is most prominent in Anna's statements?

A) Ethos – She establishes credibility by providing factual information about the war.

B) Pathos – She appeals to emotions by describing her fear, hunger, and hope for survival.

C) Logos – She uses logical reasoning and evidence to explain why her family must hide.

D) Kairos – She emphasizes the urgency of the moment to persuade others to act quickly.

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

4. How does Anna's discovery about those taken away help frame the story?

A) It provides a logical explanation for why her family must hide.

B) It shifts the focus from Anna’s emotions to the broader historical events.

C) It downplays the dangers her family faces, making the story less intense.

D) It adds urgency to the story while reinforcing themes of fear, resilience, and survival.

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5. How does the text primarily develop its theme?

A) By using Anna’s diary entries to show her personal experiences and emotional struggles.

B) By providing historical facts and statistics about World War II.

C) By focusing on action-packed scenes with little emotional reflection.

D) By including multiple perspectives from different characters outside of Anna’s family.

Tags

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RL.5.10

CCSS.RI.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

6. What is the best summary of the passage?

A) Anna and her family live in a peaceful village until soldiers arrive, forcing them to flee to a new home where they start over.

B) A young girl named Anna records her experiences in a diary as she and her family struggle to survive in a ghetto, eventually going into hiding to escape Nazi persecution.

C) A girl named Anna writes about her birthday and daily life in the ghetto, focusing on the food shortages and her dreams of celebrating again.

D) Anna’s father works on a secret plan to overthrow the soldiers while the family waits in hiding.

Tags

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RL.5.10

CCSS.RI.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

7. What is the primary purpose of this passage?

A) To inform the reader about historical events using factual data and statistics.

B) To entertain the reader with an action-packed adventure story.

C) To provide a personal and emotional perspective on the struggles of a Jewish family during the Holocaust.

D) To persuade the reader to take a specific action regarding modern political issues.

Tags

CCSS.RI.7.6

CCSS.RI.7.9

CCSS.RL.7.6

CCSS.RI.8.9

CCSS.RI.8.6

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