Reading for Information

Multiple Choice

Reveiw...W.10.2b

³ After the Civil War, Georgia had a number of different flags. Many Georgians flew unofficial state flags. These flags had a blue background with the Georgia coat of arms in the center. In 1879, Georgia adopted an official state flag that was similar to the Stars and Bars, except the blue field was plain, without stars. In 1902, the Georgia State Assembly changed the flag to include the coat of arms in the blue field. The Assembly made another change in 1914 when they added the year 1776—the year the United States declared its independence—into the coat of arms. The flag changed yet again in the 1920s. This change replaced the coat of arms on the flag with the state seal.

Which is the topic sentence of paragraph 3?

• The flag changed yet again in the 1920s.

• This change replaced the coat of arms on the flag with the state seal.

• After the Civil War, Georgia had a number of different flags.

• These flags had a blue background with the Georgia coat of arms in the center.

Multiple Choice

We live in a microbial world, and there are many opportunities for food to become contaminated as it is produced and prepared. Many food-borne microbes are present in healthy animals (usually in their intestines) raised for food. Meat and poultry carcasses can become contaminated during slaughter by contact with small amounts of intestinal contents. Similarly, fresh fruits and vegetables can be contaminated if they are washed or irrigated with water that is contaminated with animal manure or human sewage.

What does the language used in this passage reveal about its purpose? (Review - RI.10.6)

• The language is humorous, implying that the purpose is to satirize the food industry.

• The language is persuasive, implying that the purpose is to convince the reader to avoid contaminated water.

• The language is technical, implying that the purpose is to instruct the reader in how to build a water purifier.

• The language is informative, implying that the purpose is to educate the reader about the causes of food contamination.

Reading for Information

by Faye Perkins

​Standards/Learning Targets

​RI.10.5 - Identify and explain the structural patterns within a text/Analyze and explain how an authors’ ideas or claim are developed and refined by individual sections of the text.

RI.10.6 - Identify the author’s point of view or purpose in a text/Identify and evaluate the author’s use of rhetoric and how that rhetoric advances or detracts from the point of view or purpose

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​RI.10.5 - Identify the author’s ideas or claims.

RI.10.6 - Identify the use of rhetoric advance, the point of view or purpose of the piece?

​RI.10.5

​Identify the author’s ideas or claims.

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Determine the structure/text features of an informational passage.

• ​listing

• ​cause/effect

• ​chronological (dates)

• ​compare/contrast

• ​description

• ​problem/solution

​Modeling and Teaching

• ​Informational Text

• ​Question Stems

• ​Understanding the Question

• ​Eliminating and using the text to find the correct answers

Multiple Choice

How does Jefferson develop his argument in the excerpt from The Declaration of Independence

RI.10.3

• by describing the duties of Britain’s king

• by relaying stories of the developing nation

• by referring to different branches of government

• by listing the wrongs committed by Britain’s king

Multiple Choice

The following question has two parts. First, answer Part A. Then, answer Part B. Part A Which sentence states the central idea of the excerpt from The Declaration of Independence

RI.10.2

• Great Britain’s king encourages the migration of foreigners into the colonies.

• Great Britain’s king frequently ignores the needs of people living in the colonies.

• Legislative bodies in the colonies no longer wish to be controlled by Great Britain’s king.

• Some people residing in the colonies are oppressed by officers appointed by Great Britain’s king.

Multiple Choice

Part B Which statement supports the answer in Part A?

RI.10.2

• “We hold these truths to be self-evident, that all men are created equal. . . .” (paragraph 1)

• “He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; . . .” (paragraph 3)

• “He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records. . . .” (paragraph 5)

• “He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization. . . .” (paragraph 7)

Multiple Choice

Which of the following statements most accurately evaluates the evidence that Jefferson uses to support the claim that the King of Great Britain is a tyrant?

RI.10.8

• The evidence is flawed because it does not follow the author’s claim.

• The evidence is flawed because it does not provide the reader clear reasoning to support the claim.

• The evidence is accurate because it provides specific examples that support the claim.

• The evidence is accurate because it provides an unbiased vision of the King’s actions to support the claim.

Multiple Choice

Read the following sentences from paragraph 1 of the excerpt from The Declaration of Independence. The history of the present King of Britain is a history of repeated injuries and usurpations , all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. What is the meaning of the word usurpations as it is used in this paragraph?

L.10.4

• making objections to laws

• creating unnecessary regulations

• taking someone’s power or property by force

• taking someone’s ideas and passing them as his own

Multiple Choice

The following question has two parts. First, answer Part A. Then, answer Part B. Part A How does the author use rhetoric to advance her point of view in the excerpt from The Declaration of Sentiments

RI.10.6

• The author uses a metaphor to compare women to servants.

• The author uses a hyperbole to           exaggerate the plight of women.

• The author uses satire to ridicule the lives of women and the actions of men.

• The author uses understatement to minimize crimes committed by women while justifying the behavior of men.

Multiple Choice

Part B Which sentence from the passage supports the answer in Part A?

RI.10.6

• He has withheld from her rights which are given to the most ignorant and degraded men—both natives and foreigners.” (paragraph 5)

• “He has made her, if married, in the eye of the law, civilly dead.” (paragraph 7)

• “ . . . she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master. . . .” (paragraph 9)

• “ . . . i f single, and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.” (paragraph 11)

​We Do......Guided Practice

​Use the strategies to identify the correct answers.

Multiple Choice

How does Stanton support her claim that women have been oppressed throughout history?

RI.10.3

• by describing the effects of laws and customs on women

• by contrasting the rights of married women and unmarried men

• by illustrating the lack of women in the legal system of the nation

• by arguing that women should keep the profits of their employment

Multiple Choice

By using a similar organizational structure as the excerpt from The Declaration of Independence, what does Stanton accomplish in the excerpt from The Declaration of Sentiments?

RI.10.5

• Stanton provides solutions to the inequalities experienced by women due to male involvement in creating laws.

• Stanton proves that the King of Great Britain is a tyrant because he instituted the legal system in the United States.

• Stanton reaches a larger audience since she uses the same structure as the excerpt from The Declaration of Independence.

• Stanton refutes Jefferson’s claim that “all men are created equal” by pointing out the inequalities experienced by women.

Multiple Choice

How do Jefferson and Stanton each develop the central idea in each of the passages?

RI.10.2

• Jefferson includes a list of wrongs committed by the King and explanations of why independence is needed, while S tanton includes a list of wrongs committed by man and solutions for independence

• Jefferson provides general, soci al examples of oppression inspiring independence, while S tanton provides specific, individual examples of the oppression inspiring women’s desire for independence

• Jefferson uses an authoritative tone expressing examples of the colonies’ oppression, while S tanton uses a satirical tone expressing examples of the oppression women have experienced .

• Jefferson utilizes figurative language portraying examples of oppression from which independence is sought, while Stanton utilizes vivid imagery portraying examples of oppression from which independence is sought.

Multiple Choice

According to both the excerpt from The Declaration of Independence and the excerpt from The Declaration of Sentiments, what challenge did the United States and women face when the documents were written?

RI.10.9

• ownership of property

• participation in elections

• monopolization of military

• representation in government

Multiple Choice

How are the ideas in the excerpt from The Declaration of Sentiments and the excerpt from The Declaration of Independence related?

RI.10.9

• Jefferson supports Stanton’s grievances in the excerpt from The Declaration of Sentiments.

• Stanton uses Jefferson’s introduction to refute the ideas presented in the excerpt from The Declaration of Independence.

• Jefferson provides Stanton with a list of injustices that she includes in the excerpt from The Declaration of Sentiments.

• Stanton uses the ideas in the excerpt from The Declaration of Independence to justify her ideas on the injustices suffered by women.

​Independent Practice

​Read the text - Principles of Solar Box Cooker Design

​Use strategies that have been taught to answer the questions.

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