Sonnet to Science/Tech Benefits

In Passage 1, how do the first four lines develop the speaker's ideas about science?

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

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

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

• These lines show that the speaker thinks science is a more worthy pursuit than poetry.

Tags

CCSS.RL.8.7

CCSS.RL.6.9

CCSS.RL.7.7

CCSS.RI.7.7

CCSS.RL.8.5

How do the last two lines of the poem create a shift in Passage 1?

• 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.8.7

CCSS.RI.6.7

CCSS.RL.6.9

CCSS.RI.8.7

CCSS.RL.7.7

Why does the speaker use rhetorical questions in the poem in Passage 1?

• to show his curiosity about science

• to mock science and show superiority

• to make accusations against science

• to find ways to bring science and poetry together

Tags

CCSS.RL.8.7

CCSS.RI.6.7

CCSS.RI.8.7

CCSS.RL.7.7

CCSS.RI.7.7

What themes are developed in the poem in Passage 1?

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

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

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

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

Tags

CCSS.RL.8.7

CCSS.RI.6.7

CCSS.RL.6.9

CCSS.RL.7.7

CCSS.RL.8.5

In Passage 2, how does paragraph 3 contribute to the author's purpose of describing the benefits of technology? Selecttwo correct answers.

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

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

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

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

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

Tags

CCSS.RL.8.7

CCSS.RI.6.7

CCSS.RL.6.9

CCSS.RI.8.7

CCSS.RI.7.7

Read the sentences from the Passage 2.

Librarians are no longer concerned with students checking books in and out. Instead, they have become caretakes of information. They are guides who help students find what they're looking for online rather than in a book buried deep in the library shelves (paragraph 4).

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

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

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

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

Tags

CCSS.RL.8.7

CCSS.RI.6.7

CCSS.RL.6.9

CCSS.RI.8.7

CCSS.RL.8.5

Read the sentence from Passage 2: "Technology rapidly continues to transform the classroom into something far more dynamic and different."

The word dynamic comes from the Greek root dunamis, meaning "power," and the suffix, -ic, meaning: "having characteristics of." Based on this information, what does dynamic mean as itis used in the passage?

• very loud

• having great strength

• taking control

• full of energy

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.6.4

CCSS.RL.7.4