Sweet But Deadly: The Great Molasses Flood

Read paragraphs 1 and 2. How does the author reveal the magnitude of the Great Molasses Flood in Boston?

• by using problem and solution to show why molasses enveloped part of Boston

• by using descriptive language to show how molasses enveloped part of Boston

• by using cause and effect to show how molasses enveloped part of Boston

• by using sequential order to show why molasses enveloped part of Boston

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

How does the structure of paragraph 2 support the author’s purpose for including the paragraph in the passage?

• The description details the initial problem in the passage.

• The description determines how the plot of the passage was resolved.

• The description explains the characters’ solution to the problem in the passage.

• The description shows how different characters react to the same situation in the passage.

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Read the sentence from paragraph 5.From the open gash, a tsunami of molasses gushed out at35 miles an hour, overtaking trucks and wagons in its way.What is the meaning of the word tsunami as it is used in paragraph 5?

• a useful amount

• an unknown amount

• a measured amount

• an overwhelming amount

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

What is the author attempting to emphasize in the passage when she uses the phrase “sending metal bolts zinging” in paragraph 5?

• Contradictions

• Emotions

• Exaggerations

• sounds

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What is the meaning of the word brine as it is used in paragraph 12?

• a sticky syrup solution

• a salt and water solution

• a gooey molasses solution

• a molasses and water solution

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

How does the author develop the idea that the molasses flood had long-lasting effects?

• by illustrating the historical context

• by providing accounts of the cleanup

• by including the data about the disaster

• by explaining the reasons for the disaster

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What idea is reinforced by the photographs?

• The city of Boston was very isolated.

• The Boston people worked together to clean up the molasses.

• The Boston area had extensive devastation from the molasses flood.

• The city of Boston had a booming industry before the molasses flood.

Tags

CCSS.RI.7.7

CCSS.RI.8.7

CCSS.RL.7.7

CCSS.RL.8.7

CCSS.RL.9-10.7

How do the photographs contribute to the reader’s understanding of the passage?

• They inform the reader about molasses.

• They supply information about railroad tracks.

• They give additional information about Boston.

• They provide historical context about the event.

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

The author of the passage implies that the molasses flood devastated the city of Boston.

How does the author develop this central idea over the course of the passage?

• by describing the initial event in detail

• by explaining the recovery efforts of the authorities

• by explaining the effects of the flood on the citizens

• by describing the problems the flood caused for merchants

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which of these statements should be included in an accurate summary of the passage?

• The tank held 2.3 million gallons of molasses.

• The salt water cleaned up the molasses most effectively.

• Mrs. Bridget Clougherty was killed by the great wave of molasses.

• It was hard to rescue people due to the difficulty navigating through the molasses.

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2