Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Track each student's skills and progress in your Mastery dashboards
Give this quiz to my class
Q 1/16
Score 0
Part A: Which excerpt from Text 1, “I Hear America Singing,” best conveys its overall theme?
45
“The day what belongs to the day—at night the party of young fellows, robust, friendly”
“Each singing what belongs to him or her and to no one else,”
“The carpenter singing his as he measures his plank or beam,”
“The mason singing his as he makes ready for work, or leaves off work,”
Q 2/16
Score 0
Part B: How does the idea of carols help develop the theme of Text 1?
45
As each American worker sings a new carol, he or she becomes more effective at his or her job.
The beauty of America grows as each worker contributes his or her own carol.
The American worker grows more powerful as he shares his or her own carol.
As each carol is introduced, more opportunities open up for Americans.
16 questions
Q.
Part A: Which excerpt from Text 1, “I Hear America Singing,” best conveys its overall theme?
1
45 sec
RL.8.2
Q.
Part B: How does the idea of carols help develop the theme of Text 1?
2
45 sec
RL.8.2
Q.
How does the structure of the poem contribute to its overall meaning?
3
45 sec
RL.8.5
Q.
How does the description of the songs as “strong” in Line 3 of Text 1 impact the meaning of the poem?
4
45 sec
RL.8.4
Q.
In Text 1, reread lines 1–2 and 15–18. Which of these words contribute to a joyous tone?
5
45 sec
RL.8.4
Q.
Part A: Which theme is conveyed in Text 2, Hughes’s poem?
6
45 sec
RL.8.2
Q.
Part B: Which excerpt from Text 2 best demonstrates this theme?
7
45 sec
RL.8.2
Q.
In Text 2, how does the shift in setting from the kitchen to the table in Stanza 2 to Stanza 3 mainly impact the poem?
8
45 sec
RL.8.3
Q.
Part A: In Stanza 2 and in Stanza 4 of Hughes’s poem, the speaker uses the word “they.” Who is the “they” that the speaker refers to?
9
45 sec
RL.8.4
Q.
Part B: Why is it important that the speaker does not define exactly who “they” are?
10
45 sec
RL.8.4
Q.
In the poem “I, Too, Sing America,” what is the effect of using simple language and short lines?
11
45 sec
RL.8.5
Q.
In the poem “I, Too, Sing America,” what is the effect of using transitional words (But, Tomorrow, Besides)?
12
45 sec
RL.8.5
Q.
In the poem “I, Too, Sing America,” what is the effect of using similar language in the first and last lines (I, too, sing America/I, too, am America)?
13
45 sec
RL.8.5
Q.
In the poem “I, Too, Sing America,” what is the effect of using varying numbers of lines in each stanza?
14
45 sec
RL.8.5
Q.
Which statement explain how the point of view of the speaker of Text 1 compares or contrasts with that of Text 2?
15
45 sec
RL.8.6
Q.
How do the authors use the structure of the poems to contribute to the meaning of Text 1 and Text 2?
