FLORIDA - szilaget.weebly.com · This ques.on has two parts. First, answer Part A. Then, answer Part B. _____ Acer reading the passage, the reader can conclude that Anne – will

LAFS Aligned Middle School

SET#6

Practice Tests Information Text Paired Passages

FLORIDA Standards Assessment

Question Florida Standards (LAFS) Topic

Type of Question

1 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose

Multiple Choice

2 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference

Multiple Choice

3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details

Multiple Choice

4 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details

Multiple Choice

5 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Summary

Hot Text Drag-and-Drop


Multiple Choice


A B Question (Evidence-Based Selected Response)

8 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning

Multiselect

9 6.RI.2.5, 7.RI.2.5, 8.RI.2.5 Structure

Multiple Choice


Open Response

FSA Question Breakdown

Anne Frank Passage

Test Prep created by THE SMALL CLASSROOM Copyright � 2018

Passage:ExcerptfromAnneFrankTheDiaryOfAYoungGirl

byAnneFrank

Saturday,June20,1942

1 Wri.nginadiaryisareallystrangeexperienceforsomeonelikeme.Notonlybecause

I'veneverwriAenanythingbefore,butalsobecauseitseemstomethatlateronneitherInor

anyoneelsewillbeinterestedinthemusingsofathirteen-year-oldschoolgirl.Ohwell,it

doesn'tmaAer.Ifeellikewri.ng,andIhaveanevengreaterneedtogetallkindsofthingsoff

mychest.

2 "Paperhasmorepa.encethanpeople."Ithoughtofthissayingononeofthosedays

whenIwasfeelingaliAledepressedandwassiJngathomewithmychininmyhands,bored

andlistless,wonderingwhethertostayinorgoout.IfinallystayedwhereIwas,brooding.

Yes,paperdoeshavemorepa.ence,andsinceI'mnotplanningtoletanyoneelsereadthis

s.ff-backednotebookgrandlyreferredtoasa"diary,"unlessIshouldeverfindarealfriend,it

probablywon'tmakeabitofdifference.

3 NowI'mbacktothepointthatpromptedmetokeepadiaryinthefirstplace:Idon't

haveafriend.

4 Letmeputitmoreclearly,sincenoonewillbelievethatathirteen-year-oldgirlis

completelyaloneintheworld.AndI'mnot.Ihavelovingparentsandasixteen-year-oldsister,

andthereareaboutthirtypeopleIcancallfriends.Ihaveathrongofadmirerswhocan't

keeptheiradoringeyesoffmeandwhosome.meshavetoresorttousingabrokenpocket

mirrortotryandcatchaglimpseofmeintheclassroom.Ihaveafamily,lovingauntsanda

goodhome.No,onthesurfaceIseemtohaveeverything,exceptmyonetruefriend.AllI

thinkaboutwhenI'mwithfriendsishavingagood.me.Ican'tbringmyselftotalkabout

anythingbutordinaryeverydaythings.Wedon'tseemtobeabletogetanycloser,andthat's

theproblem.Maybeit'smyfaultthatwedon'tconfideineachother.Inanycase,that'sjust

howthingsare,andunfortunatelythey'renotliabletochange.ThisiswhyI'vestartedthe

diary.

5 Toenhancetheimageofthislong-awaitedfriendinmyimagina.on,Idon'twantto

jotdownthefactsinthisdiarythewaymostpeoplewoulddo,butIwantthediarytobemy

friend,andI'mgoingtocallthisfriendKiAy.

6 SincenoonewouldunderstandawordofmystoriestoKiAyifIweretoplungeright

in,I'dbeAerprovideabriefsketchofmylife,muchasIdislikedoingso.

7 Myfather,themostadorablefatherI'veeverseen,didn'tmarrymymotherun.lhe

wasthirty-sixandshewastwenty-five.MysisterMargotwasborninFrankfurtamMainin

Germanyin1926.IwasbornonJune12,1929.IlivedinFrankfurtun.lIwasfour.

Name: Date: Class:


Passage:ExcerptfromAnneFrankCon3nued

8 Becausewe'reJewish,myfatherimmigratedtoHollandin1933,whenhebecamethe

ManagingDirectoroftheDutchOpektaCompany,whichmanufacturesproductsusedin

makingjam.Mymother,EdithHollanderFrank,wentwithhimtoHollandinSeptember,while

MargotandIweresenttoAachentostaywithourgrandmother.MargotwenttoHollandin

December,andIfollowedinFebruary,whenIwasplunkeddownonthetableasabirthday

presentforMargot.

9 IstartedrightawayattheMontessorinurseryschool.Istayedthereun.lIwassix,at

which.meIstartedfirstgrade.InsixthgrademyteacherwasMrs.Kuperus,theprincipal.At

theendoftheyearwewerebothintearsaswesaidaheartbreakingfarewell,becauseI'd

beenacceptedattheJewishLyceum,whereMargotalsowenttoschool.

10 Ourliveswerenotwithoutanxiety,sinceourrela.vesinGermanyweresuffering

underHitler'san.-Jewishlaws.Acerthepogromsin1938mytwouncles(mymother's

brothers)fledGermany,findingsaferefugeinNorthAmerica.Myelderlygrandmothercame

tolivewithus.Shewasseventy-threeyearsoldatthe.me.

11 AcerMay1940thegood.meswerefewandfarbetween:firsttherewasthewar,

thenthecapitula.onandthenthearrivaloftheGermans,whichiswhenthetroublestarted

fortheJews.Ourfreedomwasseverelyrestrictedbya

seriesofan.-Jewishdecrees:Jewswererequiredto

wearayellowstar;Jewswererequiredtoturnintheir

bicycles;Jewswereforbiddentousestreetcars;Jews

wereforbiddentorideincars,eventheirown;Jews

wererequiredtodotheirshoppingbetween3and

5p.m.;Jewswererequiredtofrequentonly

Jewish-ownedbarbershopsandbeautyparlors;Jews

wereforbiddentobeoutonthestreetsbetween8p.m.

and6a.m.;Jewswereforbiddentogototheaters,

moviesoranyotherformsofentertainment;Jewswere

forbiddentouseswimmingpools,tenniscourts,hockey

fieldsoranyotherathle.cfields;Jewswereforbidden

togorowing;Jewswereforbiddentotakepartinany

athle.cac.vityinpublic;Jewswereforbiddentositin

theirgardensorthoseoftheirfriendsacer8p.m.;Jews

wereforbiddentovisitChris.ansintheirhomes;Jews

wererequiredtoaAendJewishschools,etc.Youcouldn't

dothisandyoucouldn'tdothat,butlifewenton.Jacque

alwayssaidtome,"Idon'tdaredoanythinganymore,

'causeI'mafraidit'snotallowed.”

ExcerptfromAnneFrankTheDiaryOfAYoungGroupbyAnneFrank.Published1947.

Theexcerptandimageareinthepublicdomain.

Name: Date: Class:


_________________________________________________________________________________

WhichsentencefromthestorybestsupportsthereasonwhyAnneiswri.nginadiary?

“I'mnotplanningtoletanyoneelsereadthiss.ff-backednotebook…”(paragraph2)

“Paperhasmorepa.encethanpeople.”(paragraph2)

“Ifeellikewri.ng…”(paragraph1)

“Wri.nginadiaryisareallystrangeexperienceforsomeonelikeme.”(paragraph1)

_________________________________________________________________________________

WhydidAnnefeellikeshedidn’thaveatruefriend?

Shedidn’thaveafriendshecouldbehertrueselfaround.

Sheisallaloneandneedssomeonetoshareherthoughtswith.

Shehasadmirersbuttheyarenotreallyherfriends.

Shehasalargefamilyandmainlyspends.mewiththem.

_________________________________________________________________________________

Inparagraph4,Anneincludeddetailsaboutherfeelingsinorderto–

explainwhatherlifeislike.

showshe’sjustanordinarygirl.

describewhypeoplewriteindiaries.

communicateclearlywithherreaders.

_________________________________________________________________________________

WhichdetailfromthepassagehintsatwhyAnne’sdiarybecomessoimportant?

ShewasaJewishschoolgirl.

Shegaveinsightintothelifeofathirteenyearold.

ShewaslivinginGermany.

ShelivedunderHitler'san.-Jewishlaws.

B

A

C

D

B

A

C

D

B

A

C

D


1

2

3

4

B

A

C

D

_________________________________________________________________________________

Rewritethesentencesinordertocreateasummaryofthepassage.

_________________________________________________________________________________

Annemostlikelybelievesthatthediarywill–

assistinwinningthewar.

helpfuturegenera.ons.

fillavoidinherlife.

supplyherwithfriends.

B

A

C

D


5

Firstforherrela.vesinGermany,whohadtomoveduetoHitler’san.-Jewishlaws.

AnnewenttoMontessorischoolandthenJewishLyceum.

Alargepartwasallthelawsdicta.ngherdailylifewiththingsshecanandcannotdo.

Then,thewarcametothemandherlifegotalotharder.

Lifebegantochange.

1.

2.

3.

4.

5.

6

_________________________________________________________________________________

Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.

_________________________________________________________________________________

Acerreadingthepassage,thereadercanconcludethatAnne–

willenduremorehardships.

isunsureaboutwri.nginadiary.

eventuallywillmakemorefriends.

willmovebacktoGermanywithherfamily.

_________________________________________________________________________________

WhichparagraphfromthepassagesupportstheanswertoPartA.

Paragraph8

Paragraph9

Paragraph10

Paragraph11

_________________________________________________________________________________

Whichcluesfromparagraph2helpthereaderunderstandthemeaningofthewordbrooding?Select

twoop.ons.

�siJngathome

�boredandlistless

�aliAledepressed

�chininmyhands

�s.ff-backednotebook

�paperhasmorepa.ence

B

A

C

D

E

F


7

PartA

PartB

B

A

C

D

B

A

C

D

8

_________________________________________________________________________________

Readthequotefromthepassage.“Idon'tdaredoanythinganymore,'causeI'mafraidit'snotallowed.”(paragraph11)

ThisstatementfromJacquehelpsthereaderunderstand–

wherethegirlsarecomingfrom.

whoJacqueisasaperson.

whatGermanyislike.

theadversitytheyarefacing.

_________________________________________________________________________________

Readparagraph2fromthepassage.

"Paperhasmorepa.encethanpeople."IthoughtofthissayingononeofthosedayswhenIwas

feelingaliAledepressedandwassiJngathomewithmychininmyhands,boredandlistless,

wonderingwhethertostayinorgoout.IfinallystayedwhereIwas,brooding.Yes,paperdoeshave

morepa.ence,andsinceI'mnotplanningtoletanyoneelsereadthiss.ff-backednotebookgrandly

referredtoasa"diary,"unlessIshouldeverfindarealfriend,itprobablywon'tmakeabitof

difference.

Anneusesfigura.velanguagewhenwri.ngthisparagraph.Whatdoyoubelieveisthepurpose?Use

evidencefromthepassagetosupportyouranswer.

Writeyouranswerinthespaceprovided.

B

A

C

D


9

10

Anne Frank Passage Answer Key

_________________________________________________________________________________ 1. B 2. A 3. B 4. D 5. 1. Anne went to Montessori school and then Jewish Lyceum.

2. Life began to change. 3. First for her relatives in Germany, who had to move due to Hitler’s anti-Jewish laws. 4. Then, the war came to them and her life got a lot harder. 5. A large part was all the laws dictating her daily life with things she can and cannot do.

6. C 7. Part A: A Part B: D 8. B & C 9. D 10. (Answers may vary.) Anne uses figurative language in this paragraph to help the reader understand how she is feeling and why this feeling has caused her to turn to her diary for comfort. When she talks about paper being more forgiving, it shows just how she feels about the people around her and gives us a glimpse as to how she is uncomfortable with her true self around others.



Type of Question


Multiple Choice


Multiselect

3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Connections

Multiple Choice




Multiple Choice

6 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Central Idea

Open Response

7 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare

Open Response


Multiple Choice


Multiple Choice

10 6.RI.3.9, 7.RI.3.9, 8.RI.3.9 Analyze Multiple Texts

Multiple Choice

11 6.RI.3.9, 7.RI.3.9, 8.RI.3.9 Analyze Multiple Texts

Multiple Choice

12 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare



Unbroken Passage & The Man Behind the Story


Passage1:ExcerptfromUnbroken

AWorldWarIIStoryofSurvival,Resilience,andRedempDonLouisZamperini'sLifeStory

byLauraHillenbrand

PeteZamperini

1 Louiewastwentymonthsyoungerthanhisbrother,whowaseverythinghewasnot.

PeteZamperiniwashandsome,popular,impeccablygroomed,politetoeldersandavuncular

tojuniors,silkysmoothwithgirls,andblessedwithsuchsoundjudgmentthatevenwhenhe

wasachild,hisparentsconsultedhimondifficultdecisions.Heusheredhismotherintoher

seatatdinner,turnedinatseven,andtuckedhisalarmclockunderhispillowsoasnotto

wakeLouie,withwhomhesharedabed.Heroseattwo-thirtytorunathree-hourpaper

route,anddepositedallhisearningsinthebank,whichwouldswalloweverypennywhenthe

Depressionhit.Hehadalovelysingingvoiceandagallanthabitofcarryingpinsinhispant

cuffs,incasehisdancepartner'sdressstrapfailed.Heoncesavedagirlfromdrowning.Pete

radiatedagentlebutimpressiveauthoritythatledeveryonehemet,evenadults,tobe

swayedbyhisopinion.EvenLouie,whomadeareligionoutofheedingnoone,didasPete

said.

2 LouieidolizedPete,whowatchedoverhimandtheiryoungersisters,Sylviaand

Virginia,withpaternalprotec.veness.ButLouiewaseclipsed,andheneverheardtheendof

it.SylviawouldrecallhermothertearfullytellingLouiehowshewishedhecouldbemorelike

Pete.WhatmadeitmoregallingwasthatPete'sreputa.onwaspartmyth.ThoughPete

earnedgradesliAlebeAerthanLouie'sfailingones,hisprincipalassumedthathewasa

straight-Astudent.OnthenightofTorrance'schurchbellmiracle,awell-directedflashlight

wouldhaverevealedPete'slegsdanglingfromthetreealongsideLouie's.AndLouiewasn't

alwaystheonlyZamperiniboywhocouldbeseensprin.ngdownthealleywithfoodthathad

latelybelongedtotheneighbors.ButitneveroccurredtoanyonetosuspectPeteofanything.

"Petenevergotcaught,"saidSylvia."Louiealwaysgotcaught.”

LouisZamperini

3 NothingaboutLouiefitwithotherkids.Hewasapunyboy,andinhisfirstyearsin

Torrance,hislungsweres.llcompromisedenoughfromthepneumoniathatinpicnic

footraces,everygirlintowncoulddusthim.Hisfeatures,whichwouldlaterseAleinto

pleasantcollabora.on,weregrowingatdifferentrates,givinghimacuriousfacethatseemed

designedbycommiAee.Hisearsleanedsidelongoffhisheadlikeholsteredpistolsandabove

themwavedacalamityofblackhairthatmor.fiedhim.HeaAackeditwithhisauntMargie's

hotiron,hobbleditinasilkstockingeverynight,andslathereditwithsomucholiveoilthatflies

trailedhimtoschool.Itdidnogood.

Name: Date: Class:


Passage1:ExcerptfromUnbrokenCon3nued

4 Andthentherewashisethnicity.InTorranceintheearly1920s,Italianswereheldin

suchdisdainthatwhentheZamperinisarrived,theneighborspe..onedthecitycouncilto

keepthemout.Louie,whoknewonlyasmaAeringofEnglishun.lhewasingradeschool,

couldn'thidehispedigree.Hesurvivedkindergartenbykeepingmum,butinfirstgrade…his

teacherscaughton.Theycompoundedhismiserybyholdinghimbackagrade.

5 Hewasamarkedboy.Bullies,drawnbyhisoddityandhopingtogoadhiminto

uAeringItaliancurses,peltedhimwithrocks,tauntedhim,punchedhim,andkickedhim.He

triedbuyingtheirmercywithhislunch,buttheypummeledhimanyway,leavinghimbloody.

Hecouldhaveendedthebea.ngsbyrunningawayorsuccumbingtotears,butherefusedto

doeither."Youcouldbeathimtodeath,"saidSylvia,"andhewouldn'tsay'ouch'orcry."He

justputhishandsinfrontofhisfaceandtookit.AsLouienearedhisteens,hetookahard

turn.Aloofandbristling,helurkedaroundtheedgesofTorrance,hisonlyfriendshipsforged

looselywithroughboyswhofollowedhislead.Hebecamesogermophobicthathewouldn't

tolerateanyonecomingnearhisfood.Thoughhecouldbeasweetboy,hewasocenshort-

temperedandobstreperous.Hefeignedtoughness,butwassecretlytormented.Kidspassing

intopar.eswouldseehimlingeringoutside,unabletoworkupthecouragetowalkin.

ExcerptfromUnbrokenbyLauraHillenbrand.Copyright©2010byLauraHillenbrand.

Passage2:WWIPOWLouisZamperini:TheManBehindtheStory‘Unbroken’

byAnne

6 Nobodyexpectedthattheyoungtroublemaker,LouisZamperini,wouldamountto

much.ButLouisprovedthemwrong.

7 Growingupasadaredevil,Louisriskedhislifeduringmanyoccasions,including

hoppingfreighttrains,takingatraintoMexico,andtryingtocatchcowsinravines(which

endedupinatornoffkneecap).Louis’familybecameworriedabouthisconstantneedfor

excitementanddanger,sohisbrother,PeterevealedtoLouisawaytoreleasesomeofhis

extraenergy.Louimmediatelypickeduponrunningtrack.Infact,reportersquicklycaught

theireyesonZamperini’sknackforrunning.Histalentbecamesowildlypopularthatlocal

newspapersdubbedhim“ZamptheChamp.”Louwasexpectedbymanytobreakthefour

minutemile.me,whichisoneofthemostcelebratedbarriersinsport.

Name: Date: Class:


Passage2:TheManBehindtheStoryCon3nued

8 In1936,Louisreceivedaninvita.ontocompeteinthe1936BerlinOlympics,where

heearned8thplace.Evenwhileinhisearlyadulthood,Lous.llhadastrongthirstfordanger.

Lookingforasouvenir,ZamperiniscaledTheReichChancellery,theGermanequivalentofThe

WhiteHouse,andstoletheflagofftheroof.NaziLieutenantGeneralWernervonFritsch

caughthimbutthenreleasedZamperiniduetohisOlympicstatus.

9 AcertheOlympics,heenlistedintheU.S.Military.LouisbeggedtoremainintheUS

infantry,buthetransferredtotheAirForceagainsthiswill.DuringanaAack,Louisflewinthe

B-24bombernamed“TheGreenHornet.”Infamousforitsunreliability,“TheGreenHornet”

seemedtomakeallofthepilotscringeinfearatthethoughtofmanningtheaircrac.

10 Acerflyingforashort.me,theairplane’senginesfailedandtheplanecrashedinthe

middleofthePacific.Zamperinirescuedhiscrew-matesfromthewreckage.Acer47days,

andbeingshotatbyJapanesebombers,circledbysharksandlosingaman,LouisZamperini

andcrew-mate,RussellPhillipsfinallyhitland.

11 SomeJapanesefishermenfoundthetwomenandturnedthemintothepolice.They

weretakentoaJapanesedeathcampwheretheywerehumiliatedandtortured.Oneofthe

guardsnamed“TheBird”foundinterestinLouisandtreatedhimharsherthantheother

POWs.“TheBird”wouldputhimthroughharshanddemeaningtasks.Uponhisrelease,

Zamperinilecfullwithstrongemo.onsofhateandanger.Heevenplannedtoreturnto

Japantomurder“TheBird.”ButacerhearingoneofBillyGraham’ssermons,Louisbecamea

Chris.anandturnedhislifearound.HevisitedJapanforamissionarytrip.Louisscoured

Japanformostofhisjailersandforgavethemfacetoface.

12 Today,LouisZamperinirunsaboyscampandcon.nuestospreadthewordofhis

amazinglifestoryandthewordofJesus.Withhisinspira.onallifestory,Louistotally

illustratestraitsthatpeopleneedtoachievetobelabeledasahero.LouisZamperini

establishesaperfectmodelofatrueherowithhisforgivingnatureandstrengthinfaithand

himself.

Name: Date: Class:


ExcerptfromWWIPOWLouisZamperini:TheManBehindtheStory‘Unbroken’byAnne.Postedon17/12/2014hAps://warriorgirl3.wordpress.com/2014/12/17/wwii-pow-louis-zamperini-dies-at-97/

Thisworkisinthepublicdomain.

_________________________________________________________________________________

Theauthor’smainpurposefordescribingthetwobrothersinPassage1isto–

urgeyoungreaderstobeliketheirsiblings.

offerabackgroundtobeAerunderstandtheboys.

encourageaconnec.onwiththebrothers.

convincethereaderwhichbrotherisbeAer.

_________________________________________________________________________________

InPassage1,paragraph1,whatdoesthewordavuncularmean?Selecttwoop.ons.

�anuncle

�afriendlyperson

�kindtothoseyounger

�anolderrela.ve

�helpfultoothers

�haveastrongopinion

_________________________________________________________________________________

AcerreadingPassage1,inwhatwayarethetwobrotherssimilar?

aJtudetoadults

character

appearance

mischievousac.ons

B

A

C

D

B

A

C

D

E

F

B

A

C

D


1

2

3

_________________________________________________________________________________


_________________________________________________________________________________

WhendescribingLouisZamperinitheauthorusesfigura.velanguageinPassage1inorderto–

explainwhyhehadadifficultlifeandbegantobully.

addresshisappearanceandhowithelpedhim.

emphasizehowdifferentLouiewasfromhispeers.

highlighttheimportanceofhistruefriends.

_________________________________________________________________________________

FillinthecirclebeforethesentencefromPassage1thatsupportstheanswerinPartA.

NothingaboutLouiefitwithotherkids.Hewasapunyboy,andinhisfirstyearsin

Torrance,hislungsweres.llcompromisedenoughfromthepneumoniathatinpicnicfootraces,

everygirlintowncoulddusthim.Hisfeatures,whichwouldlaterseAleintopleasant

collabora.on,weregrowingatdifferentrates,givinghimacuriousfacethatseemeddesignedby

commiAee.Hisearsleanedsidelongoffhisheadlikeholsteredpistolsandabovethemwaveda

calamityofblackhairthatmor.fiedhim.HeaAackeditwithhisauntMargie'shotiron,hobbled

itinasilkstockingeverynight,andslathereditwithsomucholiveoilthatfliestrailedhimtoschool.

_________________________________________________________________________________

WhichsentencefromPassage1supportstheideathatthebrothersaremorealikethantheyfirst

appear?

“EvenLouie,whomadeareligionoutofheedingnoone,didasPetesaid.”(paragraph1)

“WhatmadeitmoregallingwasthatPete'sreputa.onwaspartmyth.”(paragraph2)

“LouieidolizedPete,whowatchedoverhimandtheiryoungersisters,Sylvia

andVirginia…”(paragraph2)

“Louiewasn'talwaystheonlyZamperiniboywhocouldbeseensprin.ngdown

thealleywithfoodthathadlatelybelongedtotheneighbors.”(paragraph2)

B

A

C

D

B

A

C

D


4

PartA

PartB

5

B A

C

D

E

_________________________________________________________________________________

WhatisthecentralideaoftheLouisZamperinisec.onofPassage1?


_________________________________________________________________________________

Acerreadingaboutbothbrothers,whataretwothingstheyhaveincommonandtwothingsthatmakethemdifferent?Useexamplesfromthetext.



6

7

_________________________________________________________________________________

WhichparagraphinPassage2supportstheideathatLouisZamperiniturnedhislifearoundand

becameahero?

Paragraph9

Paragraph10

Paragraph11

Paragraph12

_________________________________________________________________________________

Whatistheauthor’spurposeinwri.ngPassage2?

TopersuadethereadertolikeLouisZamperini.

ToexplaintothereaderwhyLouisZamperiniisahero.

ToinformthereaderaboutLouisZamperini’slife.

TodescribetothereaderwhatLouisZamperiniwaslike.

_________________________________________________________________________________

HowdoesPassage2furtherdeveloptheideasinPassage1?

Passage2makesasimilarclaimthatLouisZamperinilivedatroubledlife.

Passage2expandsonLouisZamperini’slifeacerchildhood.

Passage2helpsthereaderlearnLouisZamperini’sbackstory.

Passage2developsadeeperunderstandingofLouisZamperini’schoices.

B

A

C

D


8

9

B

A

C

D

10

B

A

C

D

_________________________________________________________________________________

AcerreadingPassage1andPassage2,whatlessondidyoulearn?

Itispossibletoturnyourlifearound.

Strengthisyourbestpowertosucceed.

Stayposi.veeventhroughlife’smanyhardships.

Yourfamilyisthemostimportantpartofyourlife.

_________________________________________________________________________________

CompletetheVenndiagramtoshowhowLouisZamperiniisportrayedinPassage1comparedto

Passage2.

Rewriteyouranswersbelow.

Passage1 Both Passage2


11

12

listenstohisbrother troublemaker

differentthanotherkids

warhero

fastrunner

B

A

C

D

Unbroken Passage & The Man Behind the Story Answer Key

_________________________________________________________________________________ 1. B

2. C & E 3. D 4. Part A: C Part B: A 5. D 6. Louie’s vast differences from others and his treatment, as a result,

molded him into the tough person he became.

7. (Answers may vary.) Pete and Louie seem to be very different in many

ways. However, they actually both did mischievous acts and earned not

the best grades in school. The main difference between the brothers was how they were perceived by others. Pete was helpful, kind, and

hardworking. His personality led people to always think the best of him. Louie was different, odd looking, and made trouble often. This led

people to assume the worst in him.

8. D 9. C 10. B 11. A

12.



Type of Question

1 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details

Multiple Choice


Multiple Choice


Multiple Choice


Multiple Choice



6 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Point of View

Multiselect


Multiple Choice

8 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Summary




10 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Claim

Open Response


War Dogs Passage


Passage:ExcerptfromWarDogs

byRebeccaFrankel

1 It’snotknown,notreally,whenthefirstdogtookthebaAlefieldtowagewar

alongsidehishumancompanions.Historiansbelievethatmillenniaago,theancientEgyp.ans

usedcaninestocarrymessages.TheCorinthianssurroundedtheirseashorecitadelwithguard

dogsin400bc,andtheRomansemployedthemtoraisealarmsfortheirgarrisons.Thefeared

invasionforcesofAJlatheHunbroughtferocioushoundswiththemtoprotecttheircamps

duringbaAle.

2 TheUnitedStates,historically,hasbeenwoefullybehindinadop.ngdogsintoits

militaryranks,notdoingsoofficiallyun.l1942withtheArmy’sDogsforDefenseprogram.So

crucialweretheseanimalsduringWorldWarIIthattheUScanineranksswelledtoover

10,000dogsstrong.InVietnam,scoutdogsweresosuccessfulatthwar.ngtheambush

tac.csoftheVietcongthatboun.esexceeding$20,000wereplacedontheirheadswhileonly

halfasmuchwaspromisedfortheirhumanhandlers.Inrecentyears,workingoutsidethe

wireinIraqandAfghanistan,militarydogshavebecomethesinglegreatestadvantageallied

forceshaveagainstthesignatureweaponofthepost-9/11eratheimprovisedexplosive

device,orIED.Trythoughthemilitaryhastooutdothemwithtechnologyandelectronic

machinery,nothinghasbeenmoreeffec.veatuncoveringtheseunpredictablylethal

roadsidebombsthanahandlerandhisdetec.ondog.

3 Ifyouknowwhattolistenfor,thesoundisunmistakable.TheaAunedhumanearcan

hearwhenadoghasfoundthesought-acerodorusuallylongbeforehegiveshisfinalalert.

Anddependingonthetrainingandthekindofdetec.onwork,thedogwilleithersitatthe

sourceofodororliedowntotheground.Forobviousreasons,search-and-rescuedogswill

bark.Aprac.cedhandlerwillrecognizehisdog’spersonaltells.Thedogmaytwitchhisears

orhismovementsmayslowdownandbecomemoredeliberate,orhemayevenhavean“I’m

definitelyonodor”expression—butit’sreallythesoundthatisthebiggiveaway.It’sthe

deep,staccatoinhaleandthentherushofaperfunctoryandheavyexhale.Itisthesoundof

sa.sfac.on.Itisthesoundofdiscovery.Thecaninenoseisamasterfulcrea.on;allearthly

schnozesarenotcreatedequal,anatomicallyspeaking.Whiletheaveragedoghasroughly

220millionscentreceptorsinhisnasalcavity,theaveragehumanhasaround5million.The

caninesenseofsmellisathousand.mesmoresensi.vethanahuman’s.Oneofthebest

visualanalogiesofthedog’sacutesenseofsmellisgivenbyauthorMarkDerrinDog’sBest

Friend:“UnfoldedandflaAened,thesmellreceptorsfromtheaveragedog’snosecouldcover

itlikeasecondcoatwithhairdraggingontheground.”

Name: Date: Class:


Passage:ExcerptfromWarDogsCon3nued

4 Eventhewayacaninenosefunc.ons

ismoredevelopedthanours.Adog’snose

hasfourpassages,twoinneronesandtwoon

theoutside,almostlikegills.Theinnercanals

pullinthescentandthenexhaletotheouter,

sothattheexhalingairdoesn’tdisturbthe

groundorsourceofthenextodor,allowing

alwaysfortheintakeoffreshscent.Humans,

incontrast,havejustthetwonasalpassages,

andwhatgoesupcomesbackoutagainthe

sameway.(Wecanofcoursedrawbreath

throughourmouthswhenweingestorexhaleoxygen,butitisnotthebestwaytosmell,

althoughitisoneofthebestwaystouseoursenseoftasteforcertainfoods—byorthonasal,

ormouthbreathing.Ontheotherhand,whiledogsaregreatperpetratorsofmouth

breathing,they’renotusingitforscent.Thoughtheyhavegoodreasontodoso.Dogs

actuallypantthroughtheirmouthstocooloff,whereaswehumanssweat.)Thatalways-damp

andcool-to-the-touchqualityofthecaninenosealsohasitspurpose;moisturethatis

“secretedbymucousglandsinthenasalcavitycapturesanddissolvesmoleculesintheairand

bringsthemintocontactwithspecializedolfactoryepitheliuminsidethenose.”

5 It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulfor

verydifferentreasons.Scentrecallsmemoriesandawakensouremo.onalsubconscious.We

associatedifferentodors,goodandbad,withpeopleandplaces—andthere’snoaccoun.ng

fortasteinwhatwerelisheither.Myfather,forexample,lovesthesmellofagoodbarn

populatedwithfragrantlivestock.AsafamilydrivingtheNewEnglandinterstates,we

inevitablypassedopenpasture,andaswedid,myfatherwouldlowerhiswindowtogethis

filloftheopenairheavywithmanure,whilemysisterandIgroanedandpinchedournoses.

Hewastakinginthescentofhischildhoodonthefarmandallthememoriesthatcamewith

it—wechildrenofthesuburbswerejustsmelling,well,poop.Mostpeopledon’tmakea

consciousefforttoimprintpar.cularorspecialsmells,tofilethemawayforlateruse—they

registermorelikebackgroundnoise,thoughinvariablycertainthingspunchthroughthe

ether,peopleandplacesweareremindedofbythepowerofscent.Butperhapsweshould

takeourleadfromdogsandprogramourbrainstocatalogsmellsinmoreproac.veand

usefulways.

ExcerptfromWarDogsbyRebeccaFrankel.Copyright©2014byRebeccaFrankel.

Theimageisinthepublicdomain.

Name: Date: Class:


_________________________________________________________________________________

Whichoftheseisanopinionexpressedinthepassage?

“Thecaninesenseofsmellisathousand.mesmoresensi.vethanahuman’s.”(paragraph3)

“Eventhewayacaninenosefunc.onsismoredevelopedthanours.”(paragraph4)

“Adog’snosehasfourpassages,twoinneronesandtwoontheoutside.”(paragraph4)

“Aprac.cedhandlerwillrecognizehisdog’spersonaltells.”(paragraph3)

_________________________________________________________________________________

Whatismostlikelythemeaningoforthonasalasitisusedinthepassage?

smellingaroma

tas.ngfood

mouthbreathing

findingscent

_________________________________________________________________________________

Whichwordsfromparagraph3helpthereaderunderstandthemeaningofthewordschnozes?

caninenose

scentreceptors

notcreatedequal

allearthly

_________________________________________________________________________________

Whatistheauthor’spurposeinwri.ngthispassage?

Toexplainhowhumanshaveaninferiorsenseofsmell.

Toentertainthereaderwithexci.ngwartales.

ToinformthereaderaboutdifferenttypesofWarDogs.

Toconvincethereaderoftheimportanceofusingdogs.

B

A

C

D


1

2

3

B

A

C

D

B

A

C

D

B

A

C

D

4

_________________________________________________________________________________


_________________________________________________________________________________

Basedontheauthor’scomments,thereadercanconcludethattheauthor-

thinkshighlyofdogs.

wasinthearmy.

isascien.st.

enjoyslearningaboutwar.

_________________________________________________________________________________

WhichsentencefromthepassagebestsupportsyouranswerinPartA?

“TheaAunedhumanearcanhearwhenadoghasfoundthesought-acerodorusuallylong

beforehegiveshisfinalalert.”(paragraph3)

“Adog’snosehasfourpassages,twoinneronesandtwoontheoutside,almostlike

gills.”(paragraph4)

“It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulforvery

differentreasons.”(paragraph5)

“Butperhapsweshouldtakeourleadfromdogsandprogramourbrainstocatalogsmellsin

moreproac.veandusefulways.”(paragraph5)

_________________________________________________________________________________

WhichofthefollowingideaswouldtheauthorofWarDogsdisagreewith?Selecttwoop.ons.

�TheU.S.shouldhaveusedWarDogssooner.

�People’ssmellisnotasadvancedasdogs.

�Dogsplayaveryimportantroleinwar.

�Thesenseofsmellismoreusefulwhentas.ng.

�Smellscantriggermemoriesforhumans.

�Wehumansdon’treallyuseoursenseofsmell.

B

A

C

D


5

PartA

PartB

B

C

D

A

6

B

A

C

D

E

F

_________________________________________________________________________________

Whichdetailfromthepassagesupportstheideathathumannoseshaveadifferentpurposethan

thatofdogs?

“It’snotthatwehumansdon’tuseoursenseofsmell.”(paragraph5)

“Dogsactuallypantthroughtheirmouthstocooloff,whereaswehumanssweat.”(paragraph4)

“Myfather,forexample,lovesthesmellofagoodbarnpopulatedwithfragrant

livestock.”(paragraph5)

“Scentrecallsmemoriesandawakensouremo.onalsubconscious.”(paragraph5)

_________________________________________________________________________________

Rewritethesentencesinordertocreateasummaryofparagraph1-2.

B

A

C

D


7

8

Sincethen,theyhavebecomeanextremelyvaluabletool.

Allthroughouthistorydogshavebeenfigh.ngalongsidehumans.

However,theUnitedStatesdidn’tbeginusingWarDogsun.lthe1940’s.

1.

2.

3.

_________________________________________________________________________________


_________________________________________________________________________________

Whichideaissupportedthroughoutthesecondhalfofthepassage?

Caninesarevitalinwar.mes.

Canines,historically,areveryimportantcreatures.

Canineshaveasuperiorsenseofsmell.

Canineshaveagoodreputa.onforfindingbombs.

_________________________________________________________________________________

WhichsentencefromthepassagebestsupportsyouranswerinPartA?

“Eventhewayacaninenosefunc.onsismoredevelopedthanours.”(paragraph4)

“SocrucialweretheseanimalsduringWorldWarIIthattheUScanineranksswelledtoover

10,000dogsstrong.”(paragraph2)

“It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulforvery

differentreasons.”(paragraph5)

“Nothinghasbeenmoreeffec.veatuncoveringtheseunpredictablylethalroadside

bombsthanahandlerandhisdetec.ondog.”(paragraph2)

_________________________________________________________________________________

Whatistheauthor’smainargument?Expressyouropiniononthistopicandgiveatleastthreereasonswhyyoufeelthisway.Writeyouranswerinthespaceprovided.

B

A

C

D

B

A

C

D


9

PartA

PartB

10

War Dogs Passage Answer Key

_________________________________________________________________________________ 1. B 2. C 3. A 4. D 5. Part A: A Part B: D

6. D & F 7. D 8. 1. All throughout history dogs have been fighting along side

humans. 2. However, the United States didn’t begin using War Dogs until the 1940’s. 3. Since then, they have become an extremely valuable tool.

9. Part A: C Part B: A 10. Answers will vary. The author’s main argument is that dogs have a superior sense of smell that makes them extremely useful in war situations. (Students opinions should be on this topic and include three reasons why they feel this way.)



Type of Question


Multiple Choice


Multiple Choice

3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details

Multiple Choice




Multiple Choice

6 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Point of View

Multiselect

7 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Claim

Multiple Choice

8 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Theme

Open Response


Multiple Choice


Multiple Choice

11 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare

Multiple Choice

12 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare

Open Response


That Sugar Book & Sugar’s Bad Rap Passages


Passage1:ExcerptsfromThatSugarBook

byDamonGameau

SWEETHEARTS

1 Mypursuitofunderstandingour

rela.onshipwithsugarresultedinoneofthe

highlightsofmytrip.InSanFrancisco,Imetauthor

KathleenDesMaisons,whohasbeenhelpingpeople

tobreaktheirsugarhabitsfor30years.Mee.ng

herwaslikebeinginthepresenceofawiseelder;

shebrimmedwithknowledgeandshareditwith

humilityandwarmth.

2 Kathleentalkedtomeabouttheneedforpeopletobekindtothemselveswhen

removingsugarfromtheirdiets,asforsomepeopleitcanbeaverydifficultprocess.

3 Sheexplainedthatsugarreleasesbeta-endorphinsinthebrain,theverysame

endorphinsthatarereleasedbylove.Thetroubleisthatwhilesugarcreatesasimilarfeeling

tolove,itisshort-livedandapoorreplacementfortherealthing.Kathleenhelpspeoplenot

bytellingthemtoquitsugarabruptlyandins.llingfear,butbysugges.ngtheyseek

‘sweetness’inotherareasoftheirlife.Sheassistspeopleinswitchingtheir‘rewards’away

fromsugar-basedonesandreplacingthemwithmorenourishingandenrichingrewards.

Whenthisisdonesuccessfully,shesays,theneedforsugarjustfallsaway.Sheassures

peopletheyaren’tlosinganythingbyquiJngsugar;infacttheyaregaininganewwayoflife

–onethatshouldberelishedandlookedforwardto.

4 Whenweunderstandthatsugarreleasesthesameendorphinsaslove,itbecomes

clearwhychocolatesarepopularonValen.ne’sDay,whypeoplecandevourawholepacket

ofchocolatebiscuitsinasadmomentandhowitcanbeverytoughforsomepeopleto

reducetheirsugarintake.

5 ‘Peopleareturningtosugarforcomfort,’Kathleentoldme.‘WehaveforgoAenhow

togetcomfortinotherplaces...Whenyoulivewithoutsugar,youstarttoseethewonderful

thingsinlifeyoudidn’tno.cebefore,becauseyouweretoosugaredup.’

6 Kathleen’swordsresonateddeeplywithme.SomanythingsinmylifegotbeAerwhen

Iremovedsugar.Thenew‘sweetness’inmylifecamefromacalmerenergy,abrighter

personality,ahealthierappearanceandadeeperconnec.onwithothers.Becauseofthis,I

knowrefinedsugarwillneveragainbearegularpartofmylife.

Name: Date: Class:


Passage1:ExcerptsfromThatSugarBookCon3nued

ACALMERWORLD

7 OnmytravelsaroundtheUSA,Iinterviewedare.redNASAphysicistnamedThomas

Campbell,aterrificchapwhoIcouldhavehappilytalkedtoforhours.Thomashasadeep

interestinthenatureofrealityandhowweperceivetheworld.Hehelpeddevelopa

companycalledMonroeLaboratoriesthatexploresmanyfacetsofhumanconsciousness.He

decidedtotakeacloserlookathowsugaraffectsthebrain.

8 Sugarcancreateafoginourbrainthatcloudsourpercep.on.

9 Anexperiencedmeditator,Thomasonceconductedanexperimentwherehegot

himselfintoarelaxedstateandthenconsumedavarietyofsubstances,includingcaffeine,

nico.ne,foodcoloring,sugarandar.ficialsweeteners.Hetoldmethatsugarhadthemost

profoundeffectonhim.Heobservedthattheini.albuzzingeffecttookaroundfourhoursto

diminishandleavehismindandthenafurthereightdaystoleavehisbody.Henowfirmly

believessugarcreatesafoginourbrainsthatcloudsourpercep.onandourabilitytooperate

atmaximumpoten.al.

10 IknowfromexperienceIamadifferentpersonwhenI’mnotea.ngsugar.Iam

calmer,morepa.ent,morepresentandmoreopentolistenandcommunicatewithpeople.

Manywouldarguethattheyeatsugarallthe.meandtheyarefine,buthowmanyofthem

haveexperiencedwhattheyarelikewithoutsugar?Isuspectveryfew,givenhowearlywe

beginourconsump.onandhowprevalentsugarisinourfoodsupply.Mostpeopleinour

modernworldwouldrarelygowithoutsugarforfourhoursandevenfewerpeopleforthe

eightdaysittakestocompletelyleaveourbodies.

11 Thisareaofsugarandbehaviorhashugeimplica.onsforsocietyandisonlynow

beingexaminedmoreclosely.Themainfocusshouldbeonchildren.Withthehugeamount

ofhiddensugarfoundin‘healthy’breakfastcereals,juicesandbars,isitanywonderthat

somechildrenarestrugglingtosits.llandconcentrateinclass?

ExcerptsfromThatSugarBookbyDamonGameau.Copyright©2015DamonGameau.

Theimagesareinthepublicdomain.

Name: Date: Class:


Passage2:Sugar'sBadRap

byWikibooks

12 Sugarcanbefoundinseveralfoodsanddrinks,butithasalwayshadabadrap.Itis

importanttounderstandthedifferencebetweennaturalandaddedsugars.Naturalsugar

includesthosethatarefoundnaturallyinfoods,suchasfruitsandvegetables.Addedsugars

arethosethatarenotfoundnaturallyinfoods.Someofthemainsourcesofaddedsugar

includesoda,energydrinks,sportsdrinks,fruitjuices,candy,desserts,prepackagedfoods,

andsweetenedyogurt.

13 Itisimportanttounderstandthedangersofexcessaddedsugar.Sugarisextremely

addic.ve,so,onceapersoneatsasmallamount,heorshewillbegintocravemore.Excess

sugarintakecannega.velyaffectyourimmunesystem,anditalsocausesanincreaseinbelly

fat.Anexcessamountoffataroundthewaistcanbeverydangerous.Abdominalobesity

raisestheriskofbothtype2diabetesandheartdisease.Onestudyshowedthatthosewho

consumed“twenty-fivepercentormoreoftheirdailycaloriesassugarweremorethantwice

aslikelytodiefromheartdiseaseasthosewhosedietsincludedlessthantenpercentadded

sugar.”

14 Thereareseveralcontroversiessurroundingaddedsugar.Perhapsthemost

troublesomeisthefactthatthereisatheorythatsupportsthathighlyconcentratedformsof

sugarsuchashighfructosecornsyrupandtablesugarmaybeaddic.ve.Itbecomesaddic.ve

becauseastheprimaryfuelofthebrainsugarcouldincreaseserotoninlevels.

15 Nowques.onsarisewhenweconsidertheethicsoflargefoodcorpora.onsandtheir

abuseduseofsugar.Productsthatcontributetothisarecandies,sodas,desserts,andsugar

sweeteneddrinks(suchasIcedTea).AccordingtoAmericanHeartAssocia.onthehighest

amountofaddedsugaramalecanconsumeadayisaround37.5gramsthisamountsto

about9teaspoons,andthehighestamountofaddedsugarafemalecanconsumeadayis

around25gramswhichamountstoabout6teaspoons.Nowifweshouldbeea.ngsoliAle

addedsugar,thenproductssuchassodasthataverageabout71gramsofsugarperboAle

shouldnotbeallowedonthemarket.

16 Theseseverelysugareddrinksareanextremeformofsugarconsump.on.Ifone

boAleofsodacontainssomuchaddedsugar,thenanindividualhasclearlysurpassedtheir

dailyintake.Also,duetotheexcess,heorsheshouldprobablynotcon.nueconsuming

addedsugarsfortherestoftheday.However,thisisseldomthecase.Moreocenthannot

weseeindividualsdrinkingasodathatisaccompanyingtheiralreadysugarymeal.Theresult

ofthevoluntaryabuseisallkindsofdiseasesfromType2diabetestoobesity.Thesediseases’

putatollonindividual’sbody,anditisawell-establishedno.onthatobesityincreasesa

person’slikelihoodofcancer,sosugarindirectlycontributestocancer.

Name: Date: Class:


ExcerptfromSugar’sBadRapbyWikibooks.Lasteditedon11/20/2017

hAps://en.wikibooks.org/wiki/Fundamentals_of_Human_Nutri.on/Sugar_and_Disease

ThistextisavailableundertheCrea.veCommonsAAribu.on-ShareAlikeLicense.

_________________________________________________________________________________

Passage1isanexcerptfromThatSugarBook.Acerreadingthepassagewhydoyouthinktheauthorwrotethisbook?

Toinformthereaderabouthowthebodyprocessessugar.

Toconvincethereaderoftheimpactofsugaronthebody.

Toexplainwhypeoplelikesugaryfoodsandtreats.

Toentertainthereaderwithextremeviewsonsugaruse.

_________________________________________________________________________________

Whatisthecentralideaofthesec.on.tledACalmerWorldinPassage1?

Theemo.onaltollsugartakesonthebody.

Sugarfogandhowitaffectsyourbrain.

Childrenshouldstayawayfromsugar.

Sugarisanaddic.vesubstance.

_________________________________________________________________________________

WhichofthefollowingisanopinionexpressedbytheauthorinPassage1?

“Weunderstandthatsugarreleasesthesameendorphinsaslove.”(paragraph4)

“Iknowrefinedsugarwillneveragainbearegularpartofmylife.”(paragraph6)

“Kathleentalkedtomeabouttheneedforpeopletobekindtothemselveswhen

removingsugarfromtheirdiets,asforsomepeopleitcanbeaverydifficultprocess.”(paragraph2)

“SomanythingsinmylifegotbeAerwhenIremovedsugar.”(paragraph6)

B

A

C

D

B

A

C

D

B

A

C

D


1

2

3

_________________________________________________________________________________


_________________________________________________________________________________

BasedoncommentsmadeinPassage1,thereadercanconcludethattheauthor–

believespeoplewhodon’theedhis/herwarningwillsuffer.

hasdras.callychangedhis/herea.nghabitstoloseweight.

feelspassionateabouthelpingpeopleseewhatsugarreallydoes.

understandshowharditisanddoesn’tbelievepeoplewillchange.

_________________________________________________________________________________

FillinthecirclebeforethesentencefromPassage1thatsupportstheanswerinPartA.

Thisareaofsugarandbehaviorhashugeimplica.onsforsocietyandisonlynowbeing

examinedmoreclosely.Themainfocusshouldbeonchildren.Withthehugeamountof

hiddensugarfoundin‘healthy’breakfastcereals,juicesandbars,isitanywonderthatsomechildren

arestrugglingtosits.llandconcentrateinclass?

_________________________________________________________________________________

AsusedinPassage1,whatdoesthewordfacetsmostlikelymean?

oneofmanysides

apar.cularaspect

thefeature

surfaceofacutgem

B

A

C

D

B

A

C

D


4

PartA

PartB

5

A

C B

_________________________________________________________________________________

Whichofthefollowingwouldtheauthor’sofPassage1andPassage2moststronglyagreewith?Selecttwoop.ons.

�Kidsshouldeatmoderateamountsofsugar.

�Sugaraffectsthebodyinmanyways.

�Allpeopleshouldgiveupsugar.

�Sugarisevilandshouldbebannedinallcountries.

�Peopleneedtobemadeawareoftherealsideeffectsofsugar.

�Sugarisfineifeateninmodera.on.

_________________________________________________________________________________

WhichsentencefromPassage1supportstheauthor’sclaimthatsugarisaddic.ng?

“Hetoldmethatsugarhadthemostprofoundeffectonhim.”(paragraph9)

“Whenyoulivewithoutsugar,youstarttoseethewonderfulthingsinlifeyou

didn’tno.cebefore.”(paragraph5)

“Whenweunderstandthatsugarreleasesthesameendorphinsaslove…”(paragraph4)

“Sugarcancreateafoginourbrainthatcloudsourpercep.on.”(paragraph8)

_________________________________________________________________________________

WhatthemedoestheauthorimplythroughoutPassage1?Useevidencefromthetexttosupport

youranswer.Writeyouranswerinthespaceprovided.

B

A

C

D

B

A

C

D

E

F


6

7

8

_________________________________________________________________________________

Readtheques.onfromPassage1.

“Manywouldarguethattheyeatsugarallthe.meandtheyarefine,buthowmanyofthemhave

experiencedwhattheyarelikewithoutsugar?”(paragraph10)

Themainpurposeofthisques.onisto-

causethereadertosecondguesswhatthey’vealwaysbelieved.

forcethereadertochangehowtheypreviouslyfeltaboutea.ngsugar.

developastrongnega.vereac.onfromthereader.

triggerapleasantchildhoodmemoryandpullthereadertotheirside.

_________________________________________________________________________________

ReadthequotefromPassage1.

“Peopleareturningtosugarforcomfort,”Kathleentoldme.“WehaveforgoAenhowtogetcomfort

inotherplaces...Whenyoulivewithoutsugar,youstarttoseethewonderfulthingsinlifeyou

didn’tno.cebefore,becauseyouweretoosugaredup.”(paragraph5)

Theauthorincludedthequoteinorderto–

helprelatetowhatthereaderbelieves.

reachayoungeraudience.

includeanopposingopinion.

explainwhysugarisanaddic.on.

_________________________________________________________________________________

Whatperspec.veissharedbybothauthorsinPassage1andPassage2?

Sugarcausesthebraintobeinafog.

Sugarisincreasinginpeoplesdiets.

Sugarhasnega.veeffectsonthebody.

Sugarcausesheartdisease.

B

A

C

D

B

A

C

D


9

10

11

B

A

C

D

_________________________________________________________________________________

Bothpassagesaddresssugar.However,theauthorstaketwodifferentapproachestoinformtheir

audience.Explainhowtheirapproachesdiffer.



12

That Sugar Book & Sugar’s Bad Rap Passages Answer Key

_________________________________________________________________________________ 1. B 2. B 3. D 4. Part A: C Part B: A 5. A 6. B & E 7. C 8. Throughout the text, the author addresses the theme of health. He gives examples of how putting sugar in our bodies can cause negative

side effects making us less calm, less patient and feel like we’re living in a fog. The author tries to educate the reader so they will hopefully make

a more health conscious decision when it comes to sugar.

9. A 10. D 11. C 12. Answers may vary.

The author of Passage I takes the approach of providing examples to the reader as to why sugar can be so hard to remove from your diet and

how it may affect your ability to even see that it is affecting you. On the other hand, the author of Passage 2 is mainly providing information

about the diseases that sugar causes in the body and how bad sugar is

for you.


Thank you for downloading this resource!

I hope you found this resource helpful.

Please consider leaving me feedback at my store or email me if you have any questions at

[email protected]

Follow my store to receive notification of my latest products and freebies.

Terms of use:

Copyright � THE SMALL CLASSROOM. All rights reserved by author. Permission to copy for individual single classroom use only.

Redistributing, editing, selling or posting any part of this product on the internet is strictly prohibited. Doing so is a violation of the

Digital Millennium Copyright Act.

Thank you for respecting my work!

Credit

THE SMALL CLASSROOM

If you liked this product, you might also like these resources.

Get more and save With Reading Bundles!

Want to see more? Visit my store

https://www.teacherspayteachers.com/Store/The-Small-Classroom

Documents

FLORIDA - szilaget.weebly.com · This ques.on has two parts. First, answer Part A. Then, answer Part B. _____ Acer reading the passage, the reader can conclude that Anne – will