No Talking

Multiple Choice and Long Answer questions create ideal opportunities for whole-text review, unit exam, or summative assessments.

Multiple Choice

1. How does the novel explore gender bias?

A) Lynsey thinks the discussion of sports by boys is nonsensical.

B) Dave and Lynsey refuse to work together because of their gender.

C) Dave believes girls speak more often than boys.

D) Boys and girls are not permitted to speak freely in the novel.

2. What is the role of Mahatma Gandhi in the plot?

A) He serves as an example of peaceful protest and societal changes.

B) He becomes the inspiration for thwarting school authority figures.

C) He acts as a driving force to address gender bias in schools.

D) He encourages the students to gain independence from adults.

3. What does the novel reveal about the students’ willingness to follow rules?

A) The students typically conform to the rules of the school when they are able.

B) The students regard all rules as optional unless it is convenient for them to follow.

C) The students do not respect authority figures enough to abide by rules.

D) The fifth-grade students follow rules only if they desire to do so.

4. Which statement best describes the changes in Dave’s character in the novel?

A) Dave begins to understand the value of individual differences in his peers.

B) He becomes a rights activist advocating for student freedom.

C) He learns to put aside his differences with Lynsey because of their experience.

D) Dave now understands the value of his ability to speak freely.

5. Which event foreshadows the trouble the students will encounter with their vow of silence?

A) Mrs. Hiatt closely observes the students at lunch on the first day.

B) Mrs. Akers gets an eerie feeling when she enters the quiet cafeteria.

C) Mrs. Marlow intends to use students’ silence in an experiment.

D) The principal questions students about their day at lunch.

6. What benefit might an individual derive from silence based on details from the novel?

A) Autonomy

B) Increased cognitive function

C) Inner peace

D) Improved hygiene

7. What is ironic about the staff member’s concern regarding the fifth-grade silence?

A) Suspicions are aroused because the boys and girls disagree.

B) The staff members observe that the boys are often more talkative than the girls.

C) Usually, the staff is unable to quiet them but now cannot convince them to speak.

D) Mrs. Hiatt decides to invite the rest of the school in on the game.

8. What is the unintended impact of the silent contest on teachers?

A) They are creative in engaging students despite their inability to speak.

B) They attempt to regain control by exerting their authority over students.

C) They develop paranoia –suspecting the students of plotting something.

D) They enforce new rules to coax students into speaking again.

9. What is the effect of the silence contest on speech patterns?

A) Students experience a decline in their vocabulary.

B) Students begin speaking with concision.

C) Students quickly slip back into normal behavior.

D) Students feel an increased desire to speak.

10. Which event serves as a turning point in Lynsey and Dave’s relationship?

A) Mrs. Hiatt yells at Dave in the cafeteria.

B) The two agree to have a silent contest.

C) Mrs. Marlow confiscates their note.

D) Lynsey and Dave discuss the benefits of silence.

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How might staff describe the behavior of the fifth-grade class as the “Unshushables” versus their behavior when they are participating in their contest?

2. Why do you think the students decided to participate in the “no talking” challenge? What motivates them to take on such a difficult task?