4.2 Prose and Poetry Review
Authored by Christopher Giles
English
8th Grade
CCSS covered
Used 5+ times
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12 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Read the line from the poem and answer the question below. Our eyes fixed forward on a star? (Line 3) How does the use of figurative language in line 3 create meaning in the poem? (R.1.4)
It uses a metaphor to emphasize the speaker's interest in space and astronomy.
It uses verbal irony to illustrate the intensity of the speaker's vision as an American.
It uses personification to describe the actions of the speaker and his friends in a staring contest.
It uses alliteration to establish the allusion to the North Star guiding escaped slaves to freedom.
Tags
CCSS.RL.8.4
CCSS.RL.8.10
CCSS.RL.8.5
CCSS.RL.7.10
CCSS.RL.7.5
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the poetic elements used in the poem, "To America", contributes to the meaning of the poem? (R.1.4)
The imagery compares people to stars to illustrate the dreamer mindset of the speaker in the poem.
B. The rhetorical questions concerning a variation of people achieve a mysterious tone at the beginning of the poem.
C. The Villanelle poetic form creates a predictable shift in the ideas about all Americans expressed within the poem.
D. The rhythm of steady and uneven beats in the quatrains highlights the speaker’s inner struggle of being oppressed in America.
Tags
CCSS.RL.8.4
CCSS.RL.7.4
CCSS.RL.8.10
CCSS.RL.8.5
CCSS.RL.7.10
3.
MULTIPLE SELECT QUESTION
30 sec • 1 pt
Select two ways the themes ‘African Americans often reflect on the oppression faced by people in their culture’ and ‘People of color struggle with the way they are perceived by others’ are developed within the poem, "To America".
using rhetorical questions to surface prejudices toward people of color
using allusions to hint at significant events that occurred during times of slavery
using dialogue to provide the speaker’s perspective on race wars across the world
using rhetorical devices to emphasize the speaker’s perception and experiences of all people
using personal anecdotes to reflect on the positive events the speaker encountered
Tags
CCSS.RI. 9-10.9
CCSS.RL.6.2
CCSS.RL.7.2
CCSS.RL.8.2
CCSS.RL.9-10.2
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Read stanza 2 of the poem.
Rising or falling? Men or things?
With dragging pace or footsteps fleet?
Strong, willing sinews in your wings?
Or tightening chains about your feet? (Lines 5-8)
How does the author’s use of antithesis in stanza 2 support the overall appeal of the poem? (R.3.4)
It appeals to the emotions of his audience by comparing stars to human beings.
It appeals to the logic of scientists who study space by describing how a star can rise and fall.
It appeals to the logic of the author by asking reasonable questions concerning the human race.
It appeals to the emotions of the reader by contrasting ideas that describe a specific group of individuals.
Tags
CCSS.RL.8.4
CCSS.RL.7.4
CCSS.RL.8.10
CCSS.RL.8.5
CCSS.RL.7.5
5.
MULTIPLE SELECT QUESTION
30 sec • 1 pt
Part A: Which two themes does Twain develop throughout his text? (R.1.2)
With help from family, tedious tasks can be accomplished.
By framing tasks differently in your mind, work can become play.
Being lazy and avoiding work can be a smart and successful strategy.
One can find the joy of hard work or satisfaction from completing a task.
Through strategic persuasion, one’s perceptions can shape others' attitudes.
Tags
CCSS.RI. 9-10.9
CCSS.RL.6.2
CCSS.RL.7.2
CCSS.RL.8.2
CCSS.RL.9-10.2
6.
MULTIPLE SELECT QUESTION
30 sec • 1 pt
6. Part B: Select two details that best contribute to the development of the two themes in Part A. (R.1.2)
B. By framing tasks differently in your mind, work can become play. + E. Through strategic persuasion, one’s perceptions can shape others' attitudes.
“‘Like it? Well, I don’t see why I oughtn’t to like it. Does a boy get a chance to whitewash a fence every day?’” (Paragraph 12)
”—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain. “ (Paragraph 22)
“‘Say—I’m going in a-swimming, I am. Don’t you wish you could? But of course you’d druther work—wouldn’t you? Course you would!’” (Paragraph 6)
“There was no lack of material; boys happened along every little while; they came to jeer, but remained to whitewash.” (Paragraph 22 )
“And while the late steamer ‘Big Missouri’ worked and sweated in the sun, the retired artist sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the slaughter of more innocents”(Paragraph 21)
Tags
CCSS.RI. 9-10.9
CCSS.RL.6.2
CCSS.RL.7.2
CCSS.RL.8.2
CCSS.RL.9-10.2
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
In paragraphs 7-12 of "The Adventures of Tom Sawyer," how does the author contrast the characters’ perspectives?
Ben thinks whitewashing is not enjoyable, while Tom explains he likes it.
Ben and Tom both think whitewashing the fence would be difficult work.
Ben and Tom both think whitewashing the fence would be an enjoyable experience.
Tom thinks whitewashing is a dreadful task, while Ben thinks it would be more like play.
Tags
CCSS.RL.8.3
CCSS.RL.6.3
CCSS.RL.9-10.3
CCSS.RL.11-12.9
CCSS.RL.7.3
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