This will help you answer the following question: Who is Maria? Explain one way in which Maria impacts Woodson. How does Maria make Woodson feel when Woodson moves to New York City?

Maria helps Woodson start to feel at home in a new city

Maria helps Woodson start to feel lonely

Maria helps Woodson start to feel like she can get better at school

Maria helps Woodson start to feel like she misses Greenville more

This will help you answer the following question: Who is Maria? Explain one way in which Maria impacts Woodson. What does Maria do to make Woodson feel that way?

Maria listens to and encourages Woodson

Maria ignores Woodson on the playground

Maria walks to school with Woodson every day

Maria invites Woodson for sleepovers every week

This will help you answer the following question: Who is Maria? Explain one way in which Maria impacts Woodson. How does Maria see Woodson?

Maria sees Woodson as a stranger

Maria sees Woodson as a neighbor

Maria sees Woodson as a distant friend

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? How did Woodson feel when Roman was first born?

When Roman was first born, Woodson wasn't excited and was jealous of all the attention the new baby got.

When Roman was first born, Woodson was very excited and took good care of her baby brother.

When Roman was first born, Woodson ignored him and pretended he wasn't there.

When Roman was first born, Woodson told Odella that she wanted a little sister instead.

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? Why did Woodson feel this way about Roman's birth?

Woodson felt this way because she still wanted to be the baby of the house.

Woodson felt this way because Roman would cry all the time and wouldn't let her write.

Woodson felt this way because her brother and sister stopped paying attention to her after Roman was born.

Woodson felt this way because she always wanted a baby brother.

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? How have Woodson’s feelings about Roman changed over time?

Woodson has grown to love Roman.

Woodson is slowly learning how to play with Roman and be nice to him.

Woodson doesn't have patience with Roman.

Woodson's feelings about Roman haven't changed.

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? What does Woodson want for Roman now?

She wants him to be back in the house from the hospital.

She wants to find better games to play with him.

She wants to spend more time with Roman and less time with her friend Maria.

She wants to buy him a new toy he can play with once he gets out of the hospital.

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? Why doesn’t Woodson want to be the baby of the family anymore?

Woodson wants her little brother to be home from the hospital, taking his place as the “true baby.”

Woodson wants to spend more time focusing on her writing and doesn't have time to do baby stuff.

Woodson wants to make sure that Roman grows up more independent.

Reread these lines from “baby in the house” on p. 188 (Lesson 14): When she takes him to the hospital, she comes back alone. And for many days after that, there is no baby in our house and I am finally the baby girl again, wishing I wasn’t. Wishing there wasn’t so much quiet where my brother’s laugh used to be, wishing the true baby in our house was home. This will help you answer the following question: How do these lines show a change in Woodson? If Woodson says Roman is the “true baby” of the family, what change does that show?

That shows that Woodson has matured.

That shows that Woodson is selfish.

That shows that Woodson hasn't changed much.

Reread the excerpts from “halfway home #1” and "mrs. hughes's house on page 5 of your study guide (Lesson 18/19): This will help you answer the following question: What theme or idea do both of these passages help to develop? What does Woodson love about Greenville?

This is where she spent her early childhood; she loves the garden and its colors and smells.

This is where she has her best friends; she loves going back and playing with them.

This is where she went to school; all her favorite teachers live there.

Reread the excerpts from “halfway home #1” and "mrs. hughe's house on page 5 of your study guide (Lesson 18/19): This will help you answer the following question: What theme or idea do both of these passages help to develop? Who are some important people in New York for Woodson?

mom, her siblings, Maria, uncle Robert

Reread the excerpts from “halfway home #1” and "mrs. hughe's house on page 5 of your study guide (Lesson 18/19): This will help you answer the following question: What theme or idea do both of these passages help to develop? Why is New York important to Woodson?

This is where she starts to discover herself as a writer.

This is where she spends all her summers.

This is where her father lives and she loves visiting him.

This is where she gets to draw graffiti on buildings.

Reread the excerpts from “halfway home #1” and "mrs. hughe's house on page 5 of your study guide (Lesson 18/19): This will help you answer the following question: What theme or idea do both of these passages help to develop? How does Woodson’s feelings about both places make her feel?

Woodson is feeling “in-between,” like she doesn’t quite know where she belongs or that she belongs to multiple places.

Woodson is feeling uncertain about which place she likes better, Greenville or New York.

Woodson is feeling like Greenville is her true home because that's where all her best memories come from.

Woodson is feeling like New York is her true home because this is where she has her only true friend.

Read the passages from “stevie and me” (pp. 227-228) and “the selfish giant” (pp. 246-247) on page 7 of your study guide. (Lessons 20 and 21) This will help you answer the following question: Describe the impact of reading "Stevie" and "The Selfish Giant" on Woodson. How do these mentor texts affect Woodson and her dream?

These mentor texts inspire her in her own writing.

These mentor texts make her realize that the world is unjust place and she needs to be a part of a revolution.

These mentor texts help her learn how to write haikus.

Read the passages from “stevie and me” (pp. 227-228) and “the selfish giant” (pp. 246-247) on page 7 of your study guide. (Lessons 20 and 21) This will help you answer the following question: Describe the impact of reading "Stevie" and "The Selfish Giant" on Woodson. What does Woodson say she realized when she read "Stevie"? What did she mean when she said that?

When Woodson reads Stevie, she realizes “someone who looked like [her]” could have a story to tell. This helps her understand the importance of her own voice as a writer.

When Woodson reads Stevie, she realizes how much she loves reading. This helps her understand that she needs to be a good reader if she wants to be a good writer.

When Woodson reads Stevie, she realizes that the world can be a cruel place. This helps her understand that she needs to do everything she can to change the world.

Read the passages from “stevie and me” (pp. 227-228) and “the selfish giant” (pp. 246-247) on page 7 of your study guide. (Lessons 20 and 21) This will help you answer the following question: Describe the impact of reading "Stevie" and "The Selfish Giant" on Woodson. How does Woodson say she feels when she reads the story "The Selfish Giant"? Why is it important that Woodson feels this way in a classroom?

The story “The Selfish Giant” touches Woodson emotionally and her love of the story causes her to memorize it. She shares the story with her class and discovers, “Words are my brilliance.”

The story “The Selfish Giant” inspires Woodson to write her own story about a giant. Everyone in her class is so impressed with the story that she ends up reading it out loud in front of everyone.

The story “The Selfish Giant” makes Woodson realize that she still needs to work on expanding her vocabulary. There were so many words that she didn't understand, and the teacher had to help her with them.

Read the passages from “stevie and me” (pp. 227-228) and “the selfish giant” (pp. 246-247) on page 7 of your study guide. (Lessons 20 and 21) This will help you answer the following question: Describe the impact of reading "Stevie" and "The Selfish Giant" on Woodson. How does reading these two mentor texts affect Woodson’s confidence about writing?

Through the inspiration of these mentors, Woodson grows more certain of her purpose and future as a writer.

Through the inspiration of these mentors, Woodson learns about the Black Panthers and becomes part of the revolution.

Through the inspiration of these mentors, Woodson practices her vocabulary skills and becomes less and less shy when speaking at school.

Brown Girl Dreaming Final Exam Review

Authored by Magdalena Jovanoski

English

6th Grade

CCSS covered

Used 14+ times

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41 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The way a person’s memory or judgment is affected by their personal opinions or experiences

subjectivity

heredity

ancestors

infinity

Tags

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.7.4

CCSS.RI.6.4

CCSS.RL.5.1

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The understanding that a poet might “break” rules of grammar that are necessary in other forms of writing

end-stopped

haiku

anaphora

poetic license

Tags

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.5.5

CCSS.RL.7.4

CCSS.RL.7.5

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The traditions, achievements, beliefs, etc., that are part of the history of a family

stanza

heritage

reliability

memoir

Tags

CCSS.RI.11-12.10

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The practice of requiring separate housing, bussing, education, and other services for people based on race

segregation

the Great Migration

the Black Power Movement

the Civil Rights Movement

Tags

CCSS.RL.7.9

CCSS.RL.8.9

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The passing of qualities or traits from one generation in a family to another

genealogy

ancestry

heredity

haiku

Tags

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.5.5

CCSS.RL.7.10

CCSS.RL.7.5

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The movement of more than 6 million Black Americans from farms in the South to cities in the North, Midwest, and West from about 1916 to 1970

the Civil Right Movement

the Great Migration

the Black Power Movement

nonviolent resistance

Tags

CCSS.RL.7.9

CCSS.RL.8.9

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The idea that a person can fight and defeat a cruel or unfair system without violence; examples include sit-ins, marches, and boycotts

The Great Migration

The Civil Rights Movement

The Black Power Movement

nonviolent resistance

Tags

CCSS.RL.7.9

CCSS.RL.8.9

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Brown Girl Dreaming Final Exam Review

The way a person’s memory or judgment is affected by their personal opinions or experiences

The understanding that a poet might “break” rules of grammar that are necessary in other forms of writing

The traditions, achievements, beliefs, etc., that are part of the history of a family

The practice of requiring separate housing, bussing, education, and other services for people based on race

The passing of qualities or traits from one generation in a family to another

The movement of more than 6 million Black Americans from farms in the South to cities in the North, Midwest, and West from about 1916 to 1970

The idea that a person can fight and defeat a cruel or unfair system without violence; examples include sit-ins, marches, and boycotts

The history of a particular family showing how the different members of the family are related to each other

The fight to end the unfair treatment of Black Americans, beginning in the 1950s, in which activists fought for Black Americans to gain equal

The beat or flow of a poem. It is created by the syllables or beats in the lines.

(a)

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Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for English

Brown Girl Dreaming Final Exam Review

The way a person’s memory or judgment is affected by their personal opinions or experiences

The understanding that a poet might “break” rules of grammar that are necessary in other forms of writing

The traditions, achievements, beliefs, etc., that are part of the history of a family

The practice of requiring separate housing, bussing, education, and other services for people based on race

The passing of qualities or traits from one generation in a family to another

The movement of more than 6 million Black Americans from farms in the South to cities in the North, Midwest, and West from about 1916 to 1970

The idea that a person can fight and defeat a cruel or unfair system without violence; examples include sit-ins, marches, and boycotts

The history of a particular family showing how the different members of the family are related to each other

The fight to end the unfair treatment of Black Americans, beginning in the 1950s, in which activists fought for Black Americans to gain equal

The beat or flow of a poem. It is created by the syllables or beats in the lines. (a)

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for English

The beat or flow of a poem. It is created by the syllables or beats in the lines.

(a)