Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
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Q 1/24
Score 0
Part A: What is the best definition of intercept as it is used in paragraph 6 of Text 1, “The Minister’s Black Veil”?
45
block
correct
enhance
divert
Q 2/24
Score 0
Part B: Which phrase from Text 1 helps establish the meaning of intercept?
45
“to give a darkened aspect to all living an inanimate things”
“With this gloomy shade before him”
“it seemed to consist of two folds of crape”
“so low as to be shaken by his breath”
24 questions
Q.
Part A: What is the best definition of intercept as it is used in paragraph 6 of Text 1, “The Minister’s Black Veil”?
1
45 sec
RL.11-12.4
Q.
Part B: Which phrase from Text 1 helps establish the meaning of intercept?
2
45 sec
RL.11-12.4
Q.
Part A: Which sentence states the main theme from Text 1?
3
45 sec
RL.11-12.2
Q.
Part B: Which quotation from Text 1 best supports that powerful anxiety about the unknown can change everything?
4
45 sec
RL.11-12.2
Q.
How does Hawthorne’s choice to begin Text 1 with a description of activities that take place Sunday morning before church services impact the story?
5
45 sec
RL.11-12.5
Q.
Hawthorne uses different tones throughout Text 1. What tone is used in paragraph 1?
6
45 sec
RL.11-12.4
Q.
Hawthorne uses different tones throughout Text 1. What tone is used in paragraphs 2-5?
7
45 sec
RL.11-12.4
Q.
Hawthorne uses different tones throughout Text 1. What tone is used in paragraph 6?
8
45 sec
RL.11-12.4
Q.
Throughout Text 1, Hawthorne uses specific language to shift the tone. Which quotation best reveals the tone used in paragraph 1?
9
45 sec
RL.11-12.4
Q.
Throughout Text 1, Hawthorne uses specific language to shift the tone. Which quotation best reveals the tone used in paragraphs 2-5?
10
45 sec
RL.11-12.4
Q.
Throughout Text 1, Hawthorne uses specific language to shift the tone. Which quotation best reveals the tone used in paragraph 6?
11
45 sec
RL.11-12.4
Q.
Which quotation from Text 1 best reveals the relationship Parson Hooper had with his community before the incident with the veil?
12
45 sec
RL.11-12.4
Q.
Part A: What does supposition mean in paragraph 1 of Text 2, “The Pit and the Pendulum”?
13
45 sec
RL.11-12.4
Q.
Part B: Which phrase from Text 1 helps establish the meaning of supposition?
14
45 sec
RL.11-12.4
Q.
Which option provides the most complete summary of Text 2?
15
45 sec
RL.11-12.2
Q.
How does the author’s choice to reveal the setting from the eyes of the narrator impact Text 2?
16
45 sec
RL.11-12.3
Q.
Part A: In Text 2, how does the narrator’s inability to see impact the story?
17
45 sec
RL.11-12.3
Q.
Part B: Which quotation from Text 2 best supports the correct answer to Part A?
18
45 sec
RL.11-12.3
Q.
Throughout Text 2 the speaker asks several questions that introduce new understandings about where he is. For example:
“Such a supposition, notwithstanding what we read in fiction, is altogether inconsistent with real existence;--but where and in what state was I?”
How does this question impact the text?
19
45 sec
RL.11-12.4
Q.
Throughout Text 2 the speaker asks several questions that introduce new understandings about where he is. For example:
“Had I been remanded to my dungeon, to await the next sacrifice, which would not take place for many months?”
How does this question impact the text?
20
45 sec
RL.11-12.4
Q.
Throughout Text 2 the speaker asks several questions that introduce new understandings about where he is. For example:
“Was I left to perish in starvation in this subterranean world of darkness; or what fate, perhaps even more fearful, awaited me?”
How does this question impact the text?
21
45 sec
RL.11-12.4
Q.
Part A: In paragraph 4 of Text 2, the speaker falls asleep. How does this event impact the text?
22
45 sec
RL.11-12.3
Q.
Part B: Which quotation from Text 2 best supports the correct answer to Part A?
23
45 sec
RL.11-12.3
Q.
Which quotation shows the author is addressing a theme common to both texts?