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Table of Contents
CommonLit Answers Key – All Important Topics Covered
Below, we will be covering all quiz answer keys for CommonLit important stories/chapters:
CommonLit Grade 5 Answer Key
=> The Challenge
=> On Turning Ten
CommonLit Grade 6 Answer Key
=> The Scholarship Jacket
=> Fish Cheeks
=> Little Things Are Big
CommonLit Grade 7 Answer Key
=> The Veldt
=> Examination Day
=> Mother To Son
=> Button Button
=> The War Of The Wall
CommonLit Grade 8 Answer Key
=> The Landlady
=> The Monkey’s Paw
=> Lamb To The Slaughter
=> The Man In The Well
=> If We Must Die
CommonLit Grade 9 Answer Key
You can find the CommonLit answers key below for Grade 9 learners:
=> The Most Dangerous Game
Q1. PART A: Which TWO of the following best identify the central themes of this story?
-> When violence becomes too common, some people no longer take it seriously.
-> Humankind’s place in nature is to act with reason, not to become like violent animals.
Q2. PART B: Which TWO phrases from the text best support the answers to Part A?
-> “hunting had ceased to be what you call ‘a sporting proposition.’ It had become too easy. I always got my quarry.’” (Paragraph 95)
-> “‘Civilized? And you shoot down men?’” (Paragraph 129)
Q3. Explain how beginning the story with the dialogue between Rainsford and Whitney contributes to both the author’s characterization of Rainsford and the story’s mood. Cite evidence from the story in your response.
Ans: Intelligent, experienced & level-headed, Rainsford uses his wits and physical prowess to outwit General Zaroff. His understanding of civilization and the relationship between Hunter and Prey is radically transformed during his harrowing days on the island.
Q4. PART A: What does the phrase “sporting proposition” most closely mean as it is used in paragraph 95?
Ans: game-like challenge
Q5. PART B: Which phrase from the text best supports the answer to Part A?
Ans: “‘It had become too easy. I always got my quarry.’” (Paragraph 94)
Q6. Why does Zaroff think Rainsford is “droll” and “naïve”? (Paragraph 116)
Ans: Zaroff thinks it’s foolish and old-fashioned that Rainsford values human life even after fighting in the war.
Q7. What does Rainsford’s repetition of the word “nerve” in paragraph 169, paragraph 179, and paragraph 197 reveal about his character?
Ans: Rainsford’s repetition shows that it is his courage and ability to reason that enable him to survive.
Q8. How does Rainsford’s opinion on animals change throughout the story?
Ans: At first, Rainsford sees animals only as prizes for human hunters, but later Rainsford sympathizes with the animal “at bay” when he too becomes the hunted (Paragraph 204).
Q9. “He had never slept in a better bed, Rainsford decided.” (Paragraph 207) What is the overall effect of the last line of the story?
Ans: The last line leaves the reader to suppose that Rainsford actually likes the comforts of civilization better than nature and that civilization is man’s place above nature.
Q10. Compare Zaroff’s and Rainsford’s points of view on the hunt. How does this tension contribute to the moral stakes of the story? Cite evidence from the story in your response.
Ans: The difference between Zaroff’s perspective and Rainsford’s perspective on the hunt is that even though they both feel that hunting animals is permissible, Rainsford feels that hunting humans are wrong.
Discussion Questions with answer (The Most Dangerous Game)
Q1. How might the author’s use of the word “game” in the title of this story have a double meaning?
Ans: The word game could mean multiple things for instance like “ I’m finna play my PS4 (which is a game) or something like “ oh I’m just playing with you” and play us kinda the same meaning as the word “game”.
Q2. Zaroff says he started hunting the most dangerous game because he was bored. In your opinion, is this a common reason why people do bad things?
Ans: Yes, because some people do the wrong things just because they want to
Q3. Zaroff compares the war to hunting human beings on his island. How are people changed by war? Is warlike hunting? How does it differ?
Ans: People can be changed war because it’s a really tough and strong thing to do.
Q4. In “The Most Dangerous Game,” humans are described as the one animal that can reason, but humans fall for obvious tricks and are hunted like animals. Humans use the environment to their advantage, but sometimes the environment becomes a trap. What is the relationship between humans and animals, or between humans and nature? Do humans control nature, or does nature eventually triumph?
Ans: Humans use the environment to their advantage, but sometimes the environment becomes a trap.
=> The Necklace
Q1. PART A: What does the word “petulantly” mean, as it is used in paragraph 10?
Ans: Showing sudden irritation
Q2. PART B: Which clue from the text best supports the answer to Part A?
Ans: “She looked at him out of furious eyes…” (Paragraph 13)
Q3. PART A: What does the conversation between Mathilde and her husband in paragraphs 10-13 reveal about the characters’ different points of view regarding the party?
Ans: The conversation shows the different ways each character believes the party will demonstrate their social status.
Q4. PART B: Which TWO quotations best support each character’s point of view? Select one quotation for each character.
Ans: Monsieur Loisel: “Everyone wants one; it’s very select, and very few go to the clerks.” (Paragraph 12)
Q5. PART A: How does Mathilde’s attitude about life differ from her husband’s?
Ans: Mathilde is dramatic and concerned with how others view her; her husband is hardworking and content
Q6. PART B: which of the following quotations from the text best support the answer to Part A?
Ans: “It was the end, for her. As for him, he was thinking that he must be at the office at ten.” (Paragraph 53)
Q7. Which sentence best illustrates a theme in the text?
Ans: It is better to appreciate what you have
Q8. Using examples from the text, explain the irony at the end of the story.
Ans: They spent all of their money on something that put them in a worse position.
Q9. PART A: How does Mathilde’s attitude change after she vows to replace Madame Forestier’s
Ans: She realizes that the necklace was not as important as she thought it was.
Q10. PART B: Which of the following quotations best reflects Mathilde’s attitude change?
Ans: “And, clad like a poor woman, she went to the fruiterer, to the grocer, to the butcher, a basket on her arm, haggling, insulted, fighting for every wretched halfpenny of her money.” (Paragraph 91)
Discussion Questions with answer (The Necklace)
Q1. Consider the condition of Mathilde before and after paying off her debt. Next, consider Mathilde’s reasons for working hard. Based on these factors, do you think hard work changed her character? Why or why not?
Ans: Before paying off her debt she was very ungrateful and selfish. But at the end of the story when her debt has been paid off, she was no longer a materialistic person and she no longer cared about her appearance. She learned through hard work that those things do not matter and what she went through changed her a lot.
Q2. Consider Mathilde’s motives throughout the text. What role does greed play in this story?
Ans: In the beginning, she believes that she is entitled to everything and anything and that fate cheated her because she was supposed to be wealthy and spoiled. Because that is how she viewed her life, she makes her husband buy her an expensive dress for the party that he can not afford. She also refuses to not have fancy jewelry like the others, so she borrows a necklace from a wealthy friend (she thought the necklace was expensive) but then loses it.
Q3. Consider Mathilde’s motives throughout the text. What role does greed play in this story?
Ans: Mathilde has a huge conflict with herself. I think that her battle with greed is her ultimate struggle. Because of her greed, there were more problems she had to deal with. It cost her time and energy, which she can never take back.
=> The Raven
Q1. PART A: Which of the following best explains the relationship between the speaker and Lenore?
Ans: Lenore was the speaker’s lover but she has recently died.
Q2. PART B: Which phrase from the poem best supports the answer to Part A?
Ans: “maiden whom the angels name Lenore — / Nameless here for evermore” (Lines 11-12)
Q3. PART A: Which of the following best describes a central theme of the text?
Ans: Loss and grief can have powerful effects on the mind.
Q4. PART B: Which TWO of the following quotes best support the answer to Part A?
-> “Eagerly I wished the morrow; — vainly I had sought to borrow / From my books surcease of sorrow — sorrow for the lost Lenore — ” (Lines 9-10)
-> “And his eyes have all the seeming of a demon’s that is dreaming, / And the lamp-light o’er him streaming throws his shadow on the floor; / And my soul from out that shadow that lies floating on the floor / Shall be lifted — nevermore!” (Lines 105-108)
Q5. Summarize how the speaker views the raven over the course of the poem. Cite evidence in you answer.
Ans: At first, the speaker is amused by the raven, but after many negative answers from the bird, he believes it is a demon.
Q6. How do the allusions, or references, made to Pallas (Athena) and Pluto (Hades) inform the character of the raven?
Ans: These allusions make the raven seem otherworldly and inform his symbolic nature as a possible messenger from the afterlife.
Q7. Why does the speaker react poorly to the raven’s response of “Nevermore” in stanzas 15-16?
Ans: In stanzas 15-16, the speaker asks the raven if there is an afterlife and if he will be reunited with Lenore there, to which the raven answers “Nevermore”€œ; the speaker takes these answers seriously and thus becomes upset.
Q8. Which TWO of the following quotes best embody how the imagery develops the supernatural atmosphere of the poem?
-> “Then, methought, the air grew denser, perfumed from an unseen censer/Swung by Seraphim whose foot-falls tinkled on the tufted floor.” (Lines 79-80)
-> “And the Raven, never flitting, still is sitting, still is sitting / On the pallid bust of Pallas just above my chamber door; / And his eyes have all the seeming of a demon’s that is dreaming, / And the lamp-light o’er him streaming throws his shadow on the floor (Lines 103-106).
Q9. How does the overall use of repetition in the poem contribute to its mood?
Ans: The poem’s use of repetition — namely the tapping, the narrator’s calls for Lenore, and the raven’s catchphrase of “Nevermore” — contributes to the overall suspenseful, eerie mood.
Q10. How does the poem’s use of internal rhyme contribute to the tone of the piece? Cite at least one example in your answer.
Ans: The author uses words and images that create a dark and gloomy tone towards the speaker’s lost love.
Discussion Questions with answer (The Raven)
Q1. How do we deal with grief? Find evidence from “The Raven,” from your experience, and from other works of literature or art.
Ans: Everyone deals with grief differently sometimes its anger, sadness, or you’re just not sure.
Q2. In the context of this poem, how are we changed by love? Cite evidence from “The Raven,” from your experience, and from other works of literature or art.
Ans: Love can make you do things you don’t want to and can take a toll on your state of mind.
=> I Too
Q1. PART A: Which sentence describes the main theme of the poem?
Ans: The color of your skin doesn’t determine whether or not you’re American.
Q2. PART B: Which detail from the text best supports the answer to Part A?
Ans: “I, too, sing America. / I am the darker brother.” (Lines 1-2)
Q3. How is the detail of the speaker being asked to eat in the kitchen important to the theme?
Ans: It emphasizes the unfair treatment the speaker receives.
Q4. How is the speaker affected when he is asked to eat in the kitchen?
Ans: The speaker is confident that things will change for the better.
Q5. How does the poet’s word choice contribute to the hopeful tone of the poem?
Ans: The poet’s choice of words helps express hope when he includes himself in being America. That means that despite all the discrimination against blacks, the author is part of the United States.
Discussion Questions with answer (I Too)
Q1. In the poem, the speaker shows how he is not treated equally in America because of his skin color. How does he respond to this discriminatory treatment? Describe a time when you felt treated unfairly because of your identity. How did you respond?
Ans: They will see his beauty and be ashamed for as he claims, “I, too, am America.” for the situation Hughes describes in the poem reflects a common that he too can “sing America,” meaning that he is claiming his right to feel.
Q2. In the poem, the speaker expresses confidence about the equal treatment he will have tomorrow. Do you think Langston Hughes would be happy with the state of America today? Why or why not? What do you think he’d want to see change?
Ans: I think I would be happy with the progress that there is today about racism, but not at all because there are still many injustices against black people.
Q3. In the final line of the poem, the speaker states, “I, too, am America.” What does it mean to be American? Throughout history, how has America attempted to exclude certain groups of people? Do you think that America is more inclusive of various groups of people today? Why or why not?
Ans: During wars, Americans have tried to exclude immigrants from the country they were fighting. For example, German-born Americans were discriminated against around the world despite living in America their entire lives and never setting foot in Germany. I think that now people are not inclusive also because of how strict the immigration laws are.
=> The Hero’s Journey
Q1. PART A: Which sentence best expresses the central idea of the text?
Ans: The Hero’s Journey establishes the structure of a story that countless stories follow.
Q2. PART B: Which detail from the text best supports the answer to Part A?
Ans: “Popular stories like ‘The Hobbit’ and ‘The Hunger Games’ follow this structure.”(Paragraph 4)
Q3. Which of the following describes the author’s main purpose in the text?
Ans: to encourage authors to move away from the structure of the Hero’s Journey
Q4. Which statement describes how the author develops their analysis of the Hero’s Journey?
Ans: The author discusses Campbell’s discovery of the Hero’s Journey and then explores how the structure of stories has changed since then.
Q5. How does the author’s discussion of “The Hobbit” and “The Hunger Games” contribute to the development of ideas in the text? Cite evidence from the text in your response.
Ans: It contributes because The Hobbit and The Hunger Games follow Campbell’s formula for The Hero’s Journey.
Discussion Questions with answer (The Hero’s Journey)
Q1. McBirney asserts that the Hero’s Journey structure can be found across genres. What is another book or movie that follows the Hero’s Journey? Describe how your chosen book or movie fills the requirements for the Hero’s Journey.
Ans: Watership down. The rabbits get the call to go on a journey and have to leave the only home they ever know. They accept the call and embark on the journey and are exiled from their land. While on the journey, they experience many trials and tribulations and face many dangers.
Q2. In the text, the author claims that the Hero’s Journey requires the main character who is the hero. Do you think any main character can be the hero? Why or why not? What makes an ideal fictional hero for you? Who is your favorite fictional hero and why?
Ans: No. The main character can have any morality whether that be good or bad. Hero’s journey is a template for writing a story as such, but it’s an informal fallacy to say all main characters are heros. An ideal fictional hero would be one who has relatable qualities and isn’t a ‘dues ex machina’. One who makes it out alive just because. I prefer one who works hard to achieve their goals in selfless acts. Guts from berserk personally is my favorite hero. He starts off his hero’s journey as a knight/sword for hire without a purpose and slowly finds his purpose when forced to join a mercenary group known as the band of the hawk. It’s interesting because for once, we see a character find his reason for his existence rather than have one in place for him.
Q3. McBirney claims that the Hero’s Journey is so popular because people aspire to be like the hero and can relate to them. How do stories help us understand our world? Can we learn lessons that apply to our world from stories that follow the Hero’s Journey? Explain.
Ans: In the real world we are not able, often to have a panoramic view of all the factors that compose it and for that reason, we often have a lot of difficulties understanding the world and how it affects us. As a result, we feel lost and without explanation, for the problems, we see in our reality and we feel oppressed because of it. However, the stories manage to give us a panoramic view of a world that is not real, but which in parts, can be very similar to ours, because this view, we can understand the factors that form, modify and influence situations and we can apply this understanding in our real world, having a greater understanding of everything around us. In other words, stories have the power to unfold the elements and factors of the world and place them in a linear and accessible system, where we can analyze and understand them. Now for the second question, the hero’s journey is formed by a set of situations that transform and allow a character to grow and evolve. Growing and evolving are not easy things to do, for this reason, the hero goes through difficult situations, but educating and edifying. We can learn lessons like resilience, perseverance, responsibility, commitment, and strength, which can be applied in our real world, promoting better emotional quality and building our personality.
Q1. Which of the following best describes the central idea of the text?
Ans: People conform in order to fit in based on societal pressure.
Q2. Which of the following best explains the relationship between compliance, identification, and internalization?
Ans: Compliance occurs when people pretend to change their personal beliefs, while identification and internalization occur when people begin to believe other’s ideas
Q3. Explain what type of conformity the subjects in Muzafer Sherif’s moving light experiment were most likely experiencing, using evidence from the text to justify your answer.
Ans: Based on the text, “Internalization is when people have actually internalized a group’s belief system and see it as truly their own, both publicly and privately. This is the most profound form of conformity and is likely to stay with people for a long time”, it proves that internalization is a type of conformity where a group of people adopts the same concept or behavior in a true way, without any, or with little influence from one member on the other, and without individuals being faking the behavior just to fit in. in the group. This type of conformity can be seen in individuals who participated in Muzaffar Sherif’s moving light experiment.
Q4. PART A: What does the phrase “spiral of silence” mean as it is used in paragraph 5?
Ans: a result of conformity in which the group agrees with one individual because no one wants to speak out
Q5. PART B: Which phrase from paragraph 5 best supports the answer to PART A?
Ans: “people who have different opinions are afraid to speak or act on them.”
Discussion Questions with answer (Conformity)
Q1. Why do you think older people are less susceptible to conformity?
Ans: Since they are so old, the new generation’s ideas are incredibly different from what they were taught to believe and as of such, they think that it’s different in a bad way.
Q2. Can you think of any other instances in which conformity would be a good thing?
Ans: The younger you are the more innocent you have, and everything seems new. As you grow older, you want to explore more as you are bored of everything. You’ve already seen everything to see when you were younger. For instance, you can read The Giver.
Q3. What are some examples in history of the destructive power of conformity?
Ans: Some examples are WWII, Civil War, Revolutionary War, Hundred Years War and the French Revolution. All these wars changed the people’s perspectives about certain topics and their point of view about their own government and relationship with the government.
Q4. What are the effects of following the crowd? Use evidence from this text, your own experience, and other literature, art, or history in your answer.
Ans: The people follow the crowd as they are scared of showing weakness and the consequences of chasing the crowd include lack of rationality, collective fear, lack of concentration, problems, causes of collective fear, wrong negative decisions, and confusion.
=> Everyday Use
Q1. PART A: Which of the following best identifies the main theme of the text?
Ans: Sometimes adopting a new heritage can result in the rejection of a person’s true heritage and family history.
Q2. PART B: Which detail from the text best supports the answer to Part A?
Ans: “I didn’t want to bring up how I had offered Dee… a quilt when she went away to college. Then she had told me they were oldfashioned, out of style.” (Paragraph 69)
Q3. PART A: What prompts the narrator to refuse to give Dee the quilts she wants?
Ans: She realizes that Maggie never gets what she deserves.
Q4. PART B: Which section from the text best supports the answer to Part A?
Ans: “She looked at her sister with something like fear, but she wasn’t mad at her. This was Maggie’s portion. This was the way she knew God to work.” (Paragraph 76)
Q5. What does the phrase “the scalding humor that erupted like bubbles in lye” suggest about Dee? (Paragraph 14)
Ans: Her sense of humor is hurtful.
Q6. How does the following passage contribute to readers’ understanding of Maggie? “‘Aunt Dee’s first husband whittled the dash,’ said Maggie so low you almost couldn’t hear her. ‘His name was Henry, but they called him Stash.’” (Paragraph 52)
Ans: This paragraph contributes to the readers’ understanding of Maggie by kinda showing that Maggie is a girl who values her family history and legacy. This also tells us that Maggie sees past the object and cares more
deeply about the people who made them. This tells us the difference between her and Dee which shows Maggie as tenderhearted towards the past and the history of her family.
Q7. How does Dee’s perspective on the family’s possessions compare to the rest of her family’s?
Ans: I think Dee sees the family’s possessions as just objects of art. While her sister Maggies see’s the family possessions as things that are part of the history of the family and as sentimental objects that tell the story of their family. While the mother values the possessions as somewhat important and is things to be passed down to someone worthy of possessing things that is part of the family legacy.
Discussion Questions with answer (Everyday Use)
Q1. Do you think Dee is being true to her heritage? Why or why not?
Ans: In my opinion Dee is not being true to her heritage because she changed her name. Another reason why I think Dee isn’t being true to her heritage is because she sees the family legacy as just mere objects.the last reason why I think Dee isn’t being true to her heritage is because she changed the way she is.
Q2. In the context of the text, what makes a family? Why do you think Mama is closer with Maggie than she is with Dee? What is important in order to keep a family close? Cite examples from the text, your own experience, and other literature, art, or history in your answer.
Ans: Huh.. What makes a family a family? That’s a great question,I think being with someone or having someone to care for and care for in return,always being there for each other, and supporting each other is what makes a family to me. I think Mama is closer to Maggie than Dee because Maggie has always been there for her, she is always around and because Maggie cares for her family and family history. I think in order to keep a family close or together is being able to support and care for each other and being able to correct each other if one is in the wrong.
Q3. In the context of the text, can you change your identity? How important is a person’s heritage to their identity? Do you think your heritage is something you can control or alter? Why or why not?
Ans: In the context of the story I think you can’t change your Identity because your Identity doesn’t
always just belong to yourself because sometimes your identity is something that connects you to your heritage
and tells your family history. Your heritage is as important as your life is important to you and your heritage is as important as your family is to you. Well, I think your heritage is something of somewhat you can control because if it is given to you it is yous you can do whatever you wish to up to a certain degree.
CommonLit Grade 10 Answer Key
=> I Am Very Real
=> Letter From Birmingham Jail
=> A Dead Woman’s Secret
=> A Sound of Thunder
=> I have A Dream
=> Screen Addiction
CommonLit Grade 11 Answer Key
=> Allegory Of The Cave
=> The Open Boat
=> The Lady or The Tiger
CommonLit Grade 12 Answer Key
=> The Legend of Sleepy Hollow
=> A Modest Proposal
=> The Lost Generation
=> Manifest Destiny
CommonLit Answers Key – Basic Words, Definitions, Vocabulary & Synonymous
Let us brings you with few unknown words and their meaning that you may find in the above passages shared with answers:
Ans: To create a situation that makes easier for something to happen
Ans: To bring together and make whole
Ans: to argue
Ans: eager to fight
Ans: the state of being kept down by unjust use of force or authority
Ans: to spoil, damage, injure
Ans: disobedience to authority
Ans: be a warning or indication of (a future event).
Ans: to declare not guilty
Ans: a binding agreement between two or more persons that is enforceable by law
Q. strike up
Ans: start (conversation, relationship) / start performing music
Ans: something that blocks the way; an obstacle
Ans: hit or attack. A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent’s floor or off the opponent’s blocker.
Ans: (v.) to rule over by strength or power, control; to tower over, command due to height
Ans: Entrance, or the right or permission to enter.
Ans: a disease that prevents the body from converting food into energy
Ans: travel across or through
Ans: A group’s refusal to have commercial dealings with some organization in protest against its policies
Ans: to put an idea into a form that can be seen
Ans: An inheritance; something handed down from an ancestor or from the past
Q. alma mater
Ans: school you graduated from
Ans: having the power and importance to affect something
Ans: relating to the study of God
Ans: Of, or pertaining to, God.
Ans: the highest degree awarded by a graduate school or other approved educational organization.
Ans: mainly; for the most part
Q. Billy Club
Ans: A baton (also called a nightstick or billy club) is a club of less than arm’s length made of wood, rubber, plastic or metal. They are carried for forced compliance and self-defense by law-enforcement officers, correctional staff, security-industry employees and (less often) military personnel.
Ans: (adj.) arising naturally; not planned or engineered in advance
Ans: public disorder or violence
Ans: to release a thing or an emotion
Ans: occurring or published after death
Ans: to carry on a battle or conflict
Ans: very bad or serious
Ans: person who studies the production, distribution, and consumption of goods and services
Ans: expert who analyzes, explains and gives opinions on events
Ans: a crudely built hut, cabin, or house
Ans: Anything that cannot be done without or that is greatly needed.
Q. city dweller
Ans: a person who lives in a city
Ans: Contrary to what is permitted by the constitution
Ans: to change the basic structure of an organization;organize differently
Ans: to assert without proof or confirmation
Ans: n. a large group of wild or angry people
Ans: to give in
Ans: (v.) to take for granted, assume or suppose; to dare, take upon oneself, take liberties
Ans: the criminal act of carrying someone away by force
Ans: marked by an injury
Ans: to hurt or damage by cutting into, cutting off, or cutting out
Ans: to think over deeply
Ans: a person who gives speeches about religious subjects
Ans: an expression of esteem or approval
Ans: Not enough or barely enough
Ans: to praise, express approval; to present as worthy of attention; to commit to the care of
Ans: substance that speeds up the rate of a chemical reaction
Ans: A special favor, right, or advantage given to a person or group.
Ans: to scold severely
Ans: To illustrate by being an example of
Ans: (v.) to jeer at, mock; (n.) an insulting or mocking remark
Ans: related to education; not practical or directly useful
Ans: to desire something belonging to another
Ans: a tomb, grave, or burial place
Ans: to separate
Ans: having a bad reputation
Ans: a ruler with total power over a country, typically one who has obtained power by force.
Ans: relating to races
Ans: to kill or destroy completely
Ans: having excessive or compulsive concern with something
Ans: the quality of being better than others
Ans: preconceived opinion that is not based on reason or actual experience
Ans: prejudice against Jewish people
Ans: A sense of pride and love in one’s country
Ans: a state or period of uncontrolled excitement or wild behavior
Ans: the violent overthrow of a government by a small group; a victorious accomplishment
Ans: prime minister
Ans: (n.) an order having the force of law; (v.) to issue such an order; to command firmly or forcefully
Ans: Germanic people seen as the master race
Ans: an area of land under the jurisdiction of a ruler or state.
Ans: any member of the people of eastern Europe or Asian Russia who speak a Slavonic language
Ans: Deliberate extermination of a racial or cultural group
Ans: a person not on active duty in a military, police, or firefighting force
Ans: to say that someone has done something wrong
Ans: The court process to determine whether someone committed a criminal act
Ans: The place to which something or someone is going
Ans: a violent attack
Ans: to move making the sound of an engine running slowly
Ans: (adj.) causing excitement or anger; leading to violence or disorder
Ans: to express strong disapproval of
Ans: highly offensive; disgusting
Ans: in an offensively obvious, unashamed manner
Ans: to maintain or support
Ans: any change in the Constitution
Ans: having the ability to do what is needed
Ans: quarrelsome, inclined to argue
Ans: Something fake or false
Ans: to force by using pressure, intimidation, or threats
Ans: someone who saw the crime being committed and can provide some information
Ans: (adj) never before known or seen, without having happened previously
Ans: n. a document giving an official instruction or command / v. make mandatory
Ans: firmly established by nature or habit
Ans: turned to one side; distorted
Ans: to grant a prisoner an early release from prison, with certain restrictions
Ans: to gather; to acquire
Ans: to take advantage of something; to make the most of something
Ans: (n.) a narrative of heroic exploits; a long, detailed account
Ans: Main character in a story
Ans: Abundantly productive
Ans: (Greek mythology) the Titan who stole fire from Olympus and gave it to mankind
Ans: a thought that comes beforehand, a prediction
Ans: an extremely deep hole
Ans: a dark room or cell used as a prison, usually underground
Ans: account or study of myths
Ans: something exceptionally delicious to drink
Ans: something delicious; the food of the gods
Ans: in a very unhappy or unfortunate state
Ans: Lacking knowledge or awareness in general; uneducated or unsophisticated
Ans: (v.) to grow vigorously; to grow in wealth and possessions
Ans: the essential or central part
Ans: a cruel and oppressive dictator
Ans: circle; round; ring
Ans: hurry; accelerate; rush
Ans: A vivid glowing flame.
Ans: plant or scatter seed
Ans: (v) harvest, such as by cutting; gather; get as a result of one’s effort
Ans: Labor and tillage of the soil
Ans: A group of sheep or poultry
Ans: refers to the transformation from an immature stage to one that is palatable
Ans: (adj.) agreeable to the taste or one’s sensibilities; suitable for consumption.
Ans: small and weak
Ans: extreme anxiety, sorrow, or pain
Ans: not direct
Ans: a workplace where metal is worked by heating and hammering
Ans: A bowl-shaped area that may form at the top of a volcano around the central vent.
Q. bidden (past bad)
Ans: to command, order, ask
Ans: doing arduous or unpleasant work
Ans: very thin especially from disease or hunger or cold
Ans: a feeling that something bad will happen
Ans: beginning; forming of an idea; fertilization; V. conceive: form an idea in the mind; devise; become pregnant; CF. inception
Ans: a person who organizes and operates a business or businesses, taking on greater than normal financial risks in order to do so.
Ans: to eat up greedily
Ans: a new word formed by joining two others and combining their meanings
Ans: the act of creating something (a medicine or drink or soup etc.) by compounding or mixing a variety of components
Ans: (n.) a sweet, fancy food (We went to the mall food court and purchased a delicious confection.)
So far we have discussed the updated answer key for every CommonLit topic. Let us now talk about what is CommonLit all about and how to sign in as a student.
CommonLit is an organization that was founded by Michelle Brown and other people who believed in her.
According to CommonLit’s “About” page, they aim to encourage a love of reading and writing in American children from a young age. In order to do so, CommonLit creates original free ebooks and classroom guides for grades 3-12. The books cover a wide variety of topics and the website has over 800 downloads in over 50 subjects.
CommonLit is used in nearly 200 classrooms across America and Canada and also provides online teaching advice to teachers. CommonLit also holds an annual writing contest for students, the most recent winner is listed on their “Student Stories” page.
Though CommonLit is doing well so far, they are currently working to expand even further and better prepare children for the future.
This non-profit education system wants all the students to graduate with excellent reading, writing, and various other splendid skills.
The system believes in providing the teachers with all the available resources that can guarantee success for them.
It also motivates the users of best practices in the classroom.
The various features are:
- Effective, as proven by third-party review
- Created for teachers, created by teachers
- Aligned to the various Common Core State Standards
Hence all this builds the capacity of the teachers to use the various best practices.
CommonLit Signup & Login for Students
Step 1 – The teacher might have already created an account for you. You can log in through Google or even through Clever.
Step 2- If you are willing to create your own account on this platform, then all you finally have to do is click on the enrollment link then enter the class code
Step 3- Then, enter the last and the first name and also enter the password. You can also add an email address if you want to. Email must be linked to be Google. Then click on the login with Google option. This will let you sign in very quickly.
Then if you want to log in, you can easily do that by typing your CommonLit created password as well as the correct user name.
You can click on login with the Google option or even on the Login with Clever option. This you can do by entering Google or even the clever login credentials.
Follow all these steps for framing an account or for signing in to the accounts you have already created so that you can study well without any break or even without any resistance possessed by outside forces.
Hope you find all CommonLit answers key for hot topics. Anything missing ? please let us know through the comments.