Author's Perspective and Point of View
Authored by Aaliyah Strickland
English
7th Grade
CCSS covered
Used 3+ times
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14 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Passage 1: The Urban Garden Project Maria wiped the sweat from her forehead as she carefully planted another seedling in the community garden. What had started as a small idea was now transforming an abandoned lot into a vibrant green space. Her neighborhood had long struggled with limited access to fresh produce, and Maria was determined to make a difference. As she worked, she thought about how her science teacher had inspired her to take action. Mr. Rodriguez had taught them about food deserts and the importance of sustainable agriculture in urban environments. Maria realized that this garden was more than just a project – it was a way to bring her community together and provide healthy food options. The local residents had been skeptical at first, but now they were helping, sharing tools, and learning together. Maria knew that small changes could create big impacts.
To criticize urban living conditions
To inspire community action and hope
To explain gardening techniques
To describe Maria's daily routine
Tags
CCSS.RI.7.2
CCSS.RI.8.2
CCSS.RL.7.2
CCSS.RL.8.2
CCSS.RL.6.2
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Passage 1: The Urban Garden Project Maria wiped the sweat from her forehead as she carefully planted another seedling in the community garden. What had started as a small idea was now transforming an abandoned lot into a vibrant green space. Her neighborhood had long struggled with limited access to fresh produce, and Maria was determined to make a difference. As she worked, she thought about how her science teacher had inspired her to take action. Mr. Rodriguez had taught them about food deserts and the importance of sustainable agriculture in urban environments. Maria realized that this garden was more than just a project – it was a way to bring her community together and provide healthy food options. The local residents had been skeptical at first, but now they were helping, sharing tools, and learning together. Maria knew that small changes could create big impacts.
Mr. Rodriguez
A community member
Maria
An outside observer
Tags
CCSS.RL.7.6
CCSS.RL.6.6
CCSS.RL.8.6
CCSS.RL.5.3
CCSS.RL.6.3
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The author's point of view suggests that:
Urban gardening is impossible
Community projects can create positive change
Teenagers cannot make a difference
Gardening is too difficult for young people
Tags
CCSS.RL.7.6
CCSS.RI.7.6
CCSS.RI.7.9
CCSS.RI.6.9
CCSS.RL.6.6
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the author's primary purpose in writing this passage?
To complain about school technology
To explain computer hardware
To highlight inequalities in educational access
To describe Jake's daily routine
Tags
CCSS.RL.7.6
CCSS.RI.7.6
CCSS.RI.7.9
CCSS.RI.6.6
CCSS.RI.8.6
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Jake stared at the old computer in his school's technology lab. It was slow, outdated, and barely functional. While his wealthier classmates had the latest tablets and laptops at home, students like him struggled to complete online assignments. The digital divide was more than just a technical problem – it was about opportunity. Jake understood that access to technology could mean the difference between success and falling behind. His computer science teacher, Ms. Chen, often talked about how technology was reshaping education and future careers. Despite the challenges, Jake remained hopeful. He spent extra time at the school library, using whatever resources he could find to learn and improve his skills. The perspective of the passage is most closely aligned with:
A pessimistic view of technology
An optimistic view of overcoming challenges
A neutral description of school resources
A technical analysis of computers
Tags
CCSS.RL.7.6
CCSS.RI.7.6
CCSS.RI.7.9
CCSS.RL.6.6
CCSS.RL.8.6
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Jake stared at the old computer in his school's technology lab. It was slow, outdated, and barely functional. While his wealthier classmates had the latest tablets and laptops at home, students like him struggled to complete online assignments. The digital divide was more than just a technical problem – it was about opportunity. Jake understood that access to technology could mean the difference between success and falling behind. His computer science teacher, Ms. Chen, often talked about how technology was reshaping education and future careers. Despite the challenges, Jake remained hopeful. He spent extra time at the school library, using whatever resources he could find to learn and improve his skills. The author's point of view suggests that:
Technology is unimportant in education
Some students have more advantages than others
Computers are always reliable
Schools never try to help students
Tags
CCSS.RL.7.6
CCSS.RI.7.6
CCSS.RI.7.9
CCSS.RI.6.9
CCSS.RI.8.9
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Passage 1: What is the main purpose of the passage?
To entertain readers with a story
To inspire community action and hope
To provide historical information
To criticize government policies
Tags
CCSS.RI.6.7
CCSS.RI.7.7
CCSS.RL.7.7
CCSS.RL.6.9
CCSS.RL.8.5
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