Sonnet- To Science/Benefits of Using Technology

How do the first four lines develop the speaker's ideas about science?

• These lines show that the speaker hopes to become a famous scientist.

• These lines show that the speaker thinks scientific knowledge makes poetry better.

• These lines show that the speaker feels that science takes away the magic of poetry.

• These lines show that the speaker thinks science is better than poetry.

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

How do the last two lines of the poem create a shift?

• The speaker goes from listing the negative ways science affects poetry to listing its positive effects.

• The speaker goes from talking about scientific concepts to creating more poetic descriptions.

• The speaker goes from asking questions about science to providing information about how to write poetry.

• The speaker goes from describing how science has affected others to describing how it has affected the speaker.

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.5

Why does the speaker use rhetorical questions in the poem?

• to show that science changes

• to make accusations against science

• to find ways to bring science and poetry together

• to mock science and show superiority

Tags

CCSS.RL.6.4

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

What themes are developed in the poem?

• Science not only takes the magic from poetry but also robs myths of their meaning.

• Science gives meaning to poetry and turns myths into magical tales

• Science makes poetry less enjoyable but adds meaning to myths.

• Science not only turns poetry into truth, but also helps people understand myths.

Tags

CCSS.RL.5.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

How does paragraph 3 contribute to the author's purpose of describing the benefits of technology?

• Paragraph 3 explains how librarians personalize learning and research to the student.

• Paragraph 3 explains how librarians can help students find information using the Internet.

• Paragraph 3 describes how librarians provide students with reference books and materials.

• Paragraph 3 describes how librarians guide students to online resources about a topic.

• Paragraph 3 explains that librarians must check books in and out to students.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

How does the metaphor "buried deep" contribute to the tone of the passage?

• It sets a negative tone, suggesting that library books are difficult to access.

• It sets a positive tone, suggesting that library books have more information than computers.

• It sets a positive tone, suggesting that libraries can be mysterious and wonderful.

• It sets a negative tone, suggesting that libraries are too large.

Tags

CCSS.RL.4.4

CCSS.RL.5.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

Based on the information provided, what does the word "dynamic" mean as it is used in the passage?

• very loud

• having great strength

• taking control

• full of energy

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

What is one difference in the authors' attitudes about science and technology?

• The poem focuses on what science takes away from people, while the passage focuses on what technology gives people.

• The poem focuses on how scientific knowledge has stayed the same, while the passage focuses on how technology has changed.

• The poem focuses on reasons people should study science, while the passage focuses on why technology is more useful than science.

• The poem focuses on the idea that science is more powerful than the imagination, while the passage focuses on the importance of being creative.

Tags

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RI.8.7

CCSS.RL.6.9

CCSS.RL.7.7

What is the speaker's tone towards science in the poem "Sonnet—To Science"?

• Admiring and hopeful

• Curious and inquisitive

• Critical and questioning

• Joyful and celebratory

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4