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Lesson Title: Langston Hughes’ Short Story “Thank You Ma’am” Multiple-Choice Reading Comprehension Test Quiz

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use the product, please direct them to this teacher’s store.*Legal Disclaimer: Personal Use Only. Accordingly, you agree that you will not copy, reproduce, create derivative works, or publicly display any content from this product, except for your own personal, non-commercial use.*All lessons are designed to be engaging, student-centered, and include Marzano’s learning strategies.*Lesson contents are only suggestions. Teachers are encouraged to make necessary changes to meet their students’ needs and interests. *Documents attached at bottom*All BLUE text is internet links for resources outside of this lesson.

Lesson Summary:

This 18-question multiple-choice reading test/quiz has questions from different levels of Bloom’s Taxonomy (revised). It will test students literal and interpretive understanding of the story and literary devices. Questions are modeled after standardized tests (SAT, ACT, and state tests). Answer key included.

Objectives/US Standards (SUGGESTED) (From Corestandards.com):

Students are expected to:

CCSS.ELA-LITERACY.RL.8.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.CCSS.ELA-LITERACY.RL.8.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.CCSS.ELA-LITERACY.RL.8.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials (SUGGESTED): 1. This lesson and attached quiz2. Pencil

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3. Printable PDF of story (https://photos.state.gov/libraries/hochiminh/646441/vantt/Thank%20You_%20Ma_am.pdf)

Teaching activities (SUGGESTED):

1. Have students read and annotate the passage (this handout is ideal Annotation Handout from ReadWriteThink.org)

2. Reviews Literary Terms 3. Students then complete the quiz

Helpful Internet Links: Join TeachersPayTeachers today and start earning passive income for your lessons!Rewordify.com changes any text to your grade level!Learning Theories ExplainedSmart Classroom ManagementAnnotation Handout from ReadWriteThink.orgBrainstorming for Stories VideoMore affordable teacher supplies on AmazonThe New Taxonomy (Marzano and Kendall, 2007)Effective Questioning and HandoutsRevised Bloom’s TaxonomyTeach Like a Champion Book on AmazonEdutopia’s Classroom Management Article25 Sure-Fire Strategies for Handling Difficult StudentsMore of my original, engaging lessons on TPT

About the Author:Hello! I am a passionate teacher and writer that loves to create lessons that are interactive, student-centered, original, and truly help teachers & students. I make custom lesson plans and materials that engage students and help them take ownership of their learning. I have 10 years of teaching experience in upper grades across all subjects (including teaching abroad in Costa Rica!). I hope you find these materials helpful!

Keep changing the world,

Shining Scholar Education

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Name: ____________________________ Date: ________________ Per: _______

“Thank You, Ma’am” by Langston Hughes Questions Directions: Choose the best answer for each question.

1. What is the first major event of the story?

a. The lady is buying hammer and nails at a hardware store

b. The lady is being robbed by a strange man and Roger comes to her

rescue

c. Both a & b

d. A boy attempts to steal a lady’s purse

2. What do the blue suede shoes most likely symbolize for Roger?

a. Fame and fear

b. Wealth and luxury

c. Women and power

d. None of the above

3. Read the following lines from the story:

“Pick up my pocketbook…”

What literary device is being used?

a. Rhyme

b. Onomatopoeia

c. Alliteration

d. Idioms

4. Which of the following adjectives best characterize Roger?

a. Angry and dishonest

b. Young, confused, and respectful

c. Violent and cynical

d. None of the above

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5. Read the following lines from the story:

“…a large purse that had everything in it but hammer and nails…”

What literary device is being used?

a. Simile

b. Metaphor

c. Foreshadowing

d. Hyperbole

6. Read the following lines from the story:

“The woman said, ‘You ought to be my son. I would teach you right

from wrong. Least I can do right now is to wash your face. Are you

hungry?’”

What do these lines suggest about the woman?

a. She’s caring

b. She’s nosy and wants to know all the details about the boy’s life

c. She wants details so she can tell the police

d. She wants to humiliate the boy in front of everyone

7. Read the following lines from the story:

“Mrs. Jones stopped, jerked him around in front of her, put a half-

nelson about his neck, and continued to drag him up the street.”

Using context clues, which of the following most likely describes what a half-

nelson is?

a. A blow to the head

b. A blow to the stomach

c. A hold

d. A throw

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8. Mrs. Jones and Roger have a specific way of speaking with each other that is

custom for a certain social group or specific area. This is called a

a. Conflict

b. Conversation

c. Dialect

d. Lecture

9. Why does Mrs. Jones take Roger back to her house?

a. To lecture him about his bad behavior

b. To get him some clean clothes and give him some money

c. To get him wash his face

d. None of the above

10. How can Roger tell that they are not alone in the house?

a. He can hear the other people laughing

b. He sees the nice cars parked outside the house

c. He can see several coats on the coat rack

d. Mrs. Jones tells him about the other people that live with her

11.Read the following lines from the story:

“Roger looked at the door—looked at the woman—looked at the

door—and went to the sink.”

What can the reader infer based on these lines?

a. That Roger is thinking he can overpower the woman

b. That Roger thinks about leaving but decides to stay

c. That Roger is angry at the woman

d. Both a & c

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12.What is Roger’s reason for trying to steal Mrs. Jones’ pocketbook?

a. He wanted a new bike

b. He wanted a pair of basketball shoes

c. He wanted cash

d. He wanted a pair of blue suede shoes

13.Read the following lines from the story:

“He could make a dash for it down the hall. He could run, run, run,

run, run!”

What literary device is being used?

a. Repetition

b. Alliteration

c. Foreshadowing

d. Analogy

14.Read the following lines from the story:

“The woman did not watch the boy to see if he was going to run

now, nor did she watch her purse which she left behind her on the

day-bed.”

What can we infer about the woman (Mrs. Jones)?

a. That she already forgot about Roger’s attempt to steal from her

b. That she has short-term memory loss

c. That she is testing Roger to see if he will steal again

d. That she has faith that Roger will not try to steal from her again

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15. Read the following lines from the story:

“The woman did not ask the boy anything about where he lived, or

his folks, or anything else that would embarrass him.”

What is the most reasonable explanation for Mrs. Jones’ actions?

a. She was rushed to get the boy out of her home

b. She did not care to know such details

c. She wanted the boy to keep his dignity

d. All of the above

16.What happened after they finished eating?

a. Mrs. Jones gave Roger the money to buy his shoes

b. Mrs. Jones told Roger how she couldn’t afford things when she was his

age

c. Mrs. Jones made some cocoa

d. Mrs. Jones gave him a new pair of shoes from her closet

17. Read the following lines from the story:

“And next time, do not make the mistake of latching onto my

pocketbook nor nobody else’s—because shoes come by devilish

like that will burn your feet.”

What does Mrs. Jones mean by this?

a. That he may get athlete’s foot by wearing shoes like that

b. That he will not enjoy shoes he got by being dishonest

c. That suede shoes do not allow your feet to breathe

d. None of the above

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18.What adjectives would best describe the last paragraph of the story?

a. Sad and depressed

b. Angry and violent

c. Regretful and serious

d. None of the above

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Answer Key:

1. D2. B3. C4. B5. D6. A7. C8. C9. C10.A11.B12.D13.A14.D15.C16.A17.B18.C

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Lesson Title: Expository Writing Practice

*FBI Anti-Piracy Warning: The unauthorized reproduction or distribution of a copyrighted work is illegal. Criminal copyright infringement, including infringement without monetary gain, is investigated by the FBI and is punishable by up to five years in federal prison and a fine of $250,000.*Please respect the time, energy, and resources this fellow educator used to create this product and use it ethically. If you would like others to

use the product, please direct them to this teacher’s store.*Legal Disclaimer: Personal Use Only. Accordingly, you agree that you will not copy, reproduce, create derivative works, or publicly display any content from this product, except for your own personal, non-commercial use.*All lessons are designed to be engaging, student-centered, and include Marzano’s learning strategies.*Lesson contents are only suggestions. Teachers are encouraged to make necessary changes to meet their students’ needs and interests. *Documents attached at bottom*All BLUE text is internet links for resources outside of this lesson.

Lesson Summary:

Objectives/US Standards (SUGGESTED) (From Corestandards.com):Write arguments to support claims with clearreasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.

Materials (SUGGESTED):1. Attached documents (One copy per student) 2. Pencil

Pre-teach (SUGGESTED): Review with students what expository (explaining) writing is. Possible activities include:

Warm-up writing exercises with any topic that they may feel strongly about or have extensive knowledge on (e.g., music, television, food, country, culture, sports, etc.) Students may also have a discussion on a prompt selected for the class as a whole. Students can write independently once they are more comfortable.

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Lesson Activities (SUGGESTED):

Brainstorm on board with students copying down onto their own paper what is discussed and written on board, as a jump start to their own writing. If students are able to write completely on their own, minimal teacher assistance is preferred. If possible, model writing strategies (organization, prewriting, elaboration, proofreading, peer-review, revising & editing, etc.) on board, on computer, or ELMO (or any document camera.)

Students with writing difficulties (dyslexia, dysgraphia, etc.) can use a word processor to complete their essay after brainstorming on the prompt handout.

Assessments (SUGGESTED):

Several writing prompts can be used for students to familiarize themselves with the writing process. After several completed and improved essays, one prompt could be used as an exam grade to show the student’s mastery of the expository writing process.

Helpful Internet Links:

Writing strategies http://www.discoveryeducation.com/teachers/free-lesson-plans/writing-strategies.cfm Writing strategies video from Cardinal Stritch University https://youtu.be/sa0AaHgQ2_s How to plan and write an expository essay video https://youtu.be/GR4LunWz-jU Join TeachersPayTeachers today and start earning passive income for your lessons!Rewordify.com changes any text to your grade level!Learning Theories ExplainedSmart Classroom ManagementAnnotation Handout from ReadWriteThink.orgBrainstorming for Stories VideoMore affordable teacher supplies on AmazonThe New Taxonomy (Marzano and Kendall, 2007)Effective Questioning and HandoutsRevised Bloom’s TaxonomyTeach Like a Champion Book on AmazonEdutopia’s Classroom Management Article25 Sure-Fire Strategies for Handling Difficult StudentsMore of my original, engaging lessons on TPT

About the Author:Hello! I am a passionate teacher and writer that loves to create lessons that are interactive, student-centered, original, and truly help teachers & students. I make custom lesson plans and materials that engage students and help them take ownership of their learning. I have 10 years of teaching experience in upper grades across all subjects (including teaching abroad in Costa Rica!). I hope you find these materials helpful!

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Keep changing the world,

Shining Scholar Education

Shining Scholar Education Facebook PageShining Scholar Education on Pinterest Shining Scholar Education on Instagram

*It is recommended that teachers preview each resource (including videos) for appropriate audiences*

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Name: _______________________ Date: _______ Per: ______

Expository Writing Prompt

Directions: Write an essay explaining your answer to the prompt.

Make sure you:

-clearly state your controlling idea

-organize and explain your ideas

-use correct punctuation, grammar, spelling, capitalization, and sentence structure.

You may use this space to brainstorm and plan your ideas

Your final draft must be in the lined box in the back:

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Rap music promotes violence.

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Name: _______________________ Date: _______ Per: ______

Expository Writing Prompt

Directions: Write an essay explaining your answer to the prompt.

Make sure you:

-clearly state your controlling idea

-organize and explain your ideas

-use correct punctuation, grammar, spelling, capitalization, and sentence structure.

You may use this space to brainstorm and plan your ideas

Your final draft must be in the lined box in the back:

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Money can buy happiness.

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*This is a lesson preview. Click here to purchase complete lesson*

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