Q1: What can be inferred about Mrs. Luella Bates Washington Jones from the details provided in the text? (1 point)
Responses
She is unforgiving and quick to anger.
She is unforgiving and quick to anger.
She is cautious and mistrustful of everyone.
She is cautious and mistrustful of everyone.
She is strong, both physically and in character and trusting.
She is strong, both physically and in character and trusting.
She is indifferent to the struggles of others
She is indifferent to the struggles of others
Question 2
Q2: Cite evidence from the text that supports your answer to Question 1. (1 point)
Responses
"The woman said, 'You ought to be my son. I would teach you right from wrong.'"
"The woman said, 'You ought to be my son. I would teach you right from wrong.'"
"The woman still had him by the neck in the middle of her room."
"The woman still had him by the neck in the middle of her room."
"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."
"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."
"The boy could hear other roomers laughing and talking in the large house."
"The boy could hear other roomers laughing and talking in the large house."
Question 3
Q3: What is the theme of the passage, "Thank You, Ma'am"?(1 point)
Responses
Crime and punishment
Crime and punishment
Wealth and poverty
Wealth and poverty
Compassion and understanding
Compassion and understanding
Fear and insecurity
Fear and insecurity
Question 4
Q4: Which of the following quotes from the text best illustrates the theme identified in Question 3? (1 point)
Responses
"The boy wanted to say something else other than 'Thank you, ma’am' to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door."
"The boy wanted to say something else other than 'Thank you, ma’am' to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door."
"Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?"
"Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?"
"She was a large woman with a large purse that had everything in it but hammer and nails."
"She was a large woman with a large purse that had everything in it but hammer and nails."
"The woman was sitting on the day-bed. After a while she said, 'I were young once and I wanted things I could not get.'"
"The woman was sitting on the day-bed. After a while she said, 'I were young once and I wanted things I could not get.'"
Question 5
Q5: How does the setting contribute to the development of the story's theme? (1 point)
Responses
The nighttime setting emphasizes the danger and fear that both characters might feel.
The nighttime setting emphasizes the danger and fear that both characters might feel.
The kitchenette-furnished room provides a backdrop for a moment of nurturing and care.
The kitchenette-furnished room provides a backdrop for a moment of nurturing and care.
The laughter and talking of other roomers highlight the isolation of the boy.
The laughter and talking of other roomers highlight the isolation of the boy.
The barren stoop symbolizes the boy's empty life and lack of guidance.
The barren stoop symbolizes the boy's empty life and lack of guidance.
Question 6
Q6: What does the boy's reaction to Mrs. Jones's kindness reveal about his character? (1 point)
Responses
He is ungrateful and indifferent to her generosity.
He is ungrateful and indifferent to her generosity.
He is surprised and unsure how to respond to her compassion.
He is surprised and unsure how to respond to her compassion.
He is manipulative and waiting for another chance to steal.
He is manipulative and waiting for another chance to steal.
He is confident and unaffected by the situation.
He is confident and unaffected by the situation.
Question 7
Q7: Summarize the key details that lead to the thematic development in the passage. (1 point)
Responses
The boy's attempt to steal the purse, the struggle, and the subsequent conversation with Mrs. Jones.
The boy's attempt to steal the purse, the struggle, and the subsequent conversation with Mrs. Jones.
The description of Mrs. Jones's physical appearance and the contents of her purse.
The description of Mrs. Jones's physical appearance and the contents of her purse.
The boy's internal thoughts about running away and his mistrust of Mrs. Jones.
The boy's internal thoughts about running away and his mistrust of Mrs. Jones.
The setting of the street at night and the presence of other roomers in the house.
The setting of the street at night and the presence of other roomers in the house.
Question 8
Q8: How does the author use dialogue to develop the relationship between the characters? (1 point)
Responses
The dialogue is used to show the power dynamic between Mrs. Jones and the boy and to create growth between the characters.
The dialogue is used to show the power dynamic between Mrs. Jones and the boy and to create growth between the characters.
The dialogue is used to create a sense of mystery about Mrs. Jones's intentions.
The dialogue is used to create a sense of mystery about Mrs. Jones's intentions.
The dialogue is used to reveal the boy's background and why he tried to steal.
The dialogue is used to reveal the boy's background and why he tried to steal.
The dialogue is used to demonstrate the change in the boy's attitude towards Mrs. Jones.
The dialogue is used to demonstrate the change in the boy's attitude towards Mrs. Jones.
Question 9
Q9: What can be inferred about the boy's life before meeting Mrs. Jones?(1 point)
Responses
He comes from a wealthy family but is rebellious.
He comes from a wealthy family but is rebellious.
He is well-cared for and has made a one-time mistake.
He is well-cared for and has made a one-time mistake.
He may be neglected and lacks guidance at home.
He may be neglected and lacks guidance at home.
He is a habitual criminal who often steals from others.
He is a habitual criminal who often steals from others.
Question 10
Q10: What piece of evidence from the text can be used to support your answer from Question 9?(1 point)
Responses
"Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?" "No’m," said the boy.
"Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?" "No’m," said the boy.
"Then I won’t turn you loose," said the woman. She did not release him.
"Then I won’t turn you loose," said the woman. She did not release him.
“Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.”
“Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.”
“The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next.”
“The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next.”
Question 11
Q11: How does the author use the boy's desire for blue suede shoes to contribute to the story's theme? (1 point)
Responses
It shows the boy's vanity and concern with appearances.
It shows the boy's vanity and concern with appearances.
It represents the boy's longing for a better life and acceptance.
It represents the boy's longing for a better life and acceptance.
It is a symbol of the boy's disconnect from the reality of his actions.
It is a symbol of the boy's disconnect from the reality of his actions.
It indicates the boy's awareness of fashion trends and materialism.
It indicates the boy's awareness of fashion trends and materialism.
Question 12
Q12: How is irony used in the story "Thank You, Ma'am"? (1 point)
Responses
Mrs. Jones gives the boy money for the shoes he wanted after he tried to steal her purse.
Mrs. Jones gives the boy money for the shoes he wanted after he tried to steal her purse.
The boy falls down when he tries to snatch the purse, which is the opposite of what he intended.
The boy falls down when he tries to snatch the purse, which is the opposite of what he intended.
Mrs. Jones takes the boy home instead of calling the police, which is not the expected reaction.
Mrs. Jones takes the boy home instead of calling the police, which is not the expected reaction.
All of the above.
All of the above.
Question 13
Q13: In what kind of structure is “Thank You, Ma’am” written?(1 point)
Responses
Parallel
Parallel
Linear
Linear
Nonlinear
Nonlinear
Circular
Circular
Question 14
Q14: Through who’s point of view are we seeing this story play out? (Who is telling the story?)(1 point)
Responses
The story is told from the perspective of the young boy. (First Person)
The story is told from the perspective of the young boy. (First Person)
The story is told from the perspective of the old lady. (First Person)
The story is told from the perspective of the old lady. (First Person)
The story is told from the perspective of a witness on the street speaking to the reader. (Second Person)
The story is told from the perspective of a witness on the street speaking to the reader. (Second Person)
A narrator, outside of the story is giving both character’s perspectives. (Third Person)
A narrator, outside of the story is giving both character’s perspectives. (Third Person)
Question 15
Q15: What evidence did you use to come up with your answer for Question 14 about point of view?(1 point)
Responses
The narrator uses pronouns like he, she, it, they, his her, etc.
The narrator uses pronouns like he, she, it, they, his her, etc.
The narrator watches the story, but is not in it.
The narrator watches the story, but is not in it.
The narrator speaks about the other characters, but not themselves.
The narrator speaks about the other characters, but not themselves.
All of the above.
All of the above.
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