Blizzard Bag - Day 3 6th Grade Language Arts

This assignment can be completed in one of two ways (online OR print format). See the directions for each

below:

1. Study Island online (recommended): • Sign in to www.studyisland.com

• Students know their usernames and passwords to log in to study island and should have their

username and password written in their agenda.

• Once you log in you will click on the blue bar that should reflect your core.

• Your next screen will look something like this. You will need click on the topic

Stay warm and stay safe!!

• Then you will complete the assignments that appear. You will need to get a blue ribbon in

order to complete the assignment.

2. Print the PDF format of the Study Island lesson: • Print lesson that is attached below and complete the assignment via paper/pencil format.

• If you do not have a printer then you can record your answers from the PDF format on a loose

leaf sheet of paper and turn that in for credit.

If you have any questions while completing the lesson feel free to email your

Language Arts teacher:

• Team 6-1: Mrs. Malcom – smalcom@elida.k12.oh.us

• Team 6-2: Mrs. Ebbing – aebbing@elida.k12.oh.us

name: _____________________________________

Study Island: Comparisons across text

You have Two Weeks to complete this Blizzard BAG

Passage 1

Haruki and the Sonar Haruki swam faster in an effort to escape that mind-splitting sound. It seemed like there was no escape. He kept going. He was running out of air. He would have to surface to breathe. As he changed directions and went upward, the noise became louder for a moment. However, it gradually got quieter as he neared the surface. He broke through the water and greedily gasped the air. Above the water, the noise was almost gone. Although it was dangerous for a dolphin to get too close to the shore, Haruki was willing to try anything. As he headed towards the beach, other dolphins began popping their heads above water and swimming in the same direction. Too much sun could overheat the dolphins and cause severe damage to their bodies. However, the sound below the water’s surface was maddening. “Look! Dolphins! There must be 30 or more! What in the world?” Matt exclaimed to his shipmate. “I bet it’s the sonar. I’ve heard of people protesting the Navy’s use of sonar equipment. They say it drives dolphins, whales, and other sea animals crazy. Maybe they’re right. I’ve never seen that many dolphins swim towards shore.” Tomas offered the best explanation he could. Matt headed for the phone. “Captain Rogers, Sir, the sonar is causing 30 or more dolphins to swim to shallow water. They’re gonna get themselves stranded. We have to shut the sonar off. Sir!” “No way! Who is this? You’re asking me to shut down the testing of a cutting edge weapon—a weapon that could save thousands of human lives—for some overgrown fish? That is out of the question!” Captain Rogers shouted. “Sir, this is Private Daniels. I understand, sir. Can we change the frequency, or something?” Matt fumbled for a solution. “No! Get back to your post sailor—or I’ll have you suspended without pay!” Captain Rogers ordered. “Sir! Yes, sir.” Matt replied respectfully. He did not go back to his post on deck; he went to the control room. He told the sonar operator to change the direction. They pointed it towards the shore. The dolphins immediately went the opposite way—back to deeper water. They were safe—for now. Passage 2

Rescue at Sea Mayuka was tired from the mental and physical strain of keeping herself alive after the explosion. The torpedo had come out of nowhere. She was still shocked. The blast had destroyed the ship’s hull. It went down quickly. She was treading water in a deep, dark sea. Mayuka focused on positive thoughts. The coast guard will be searching for survivors. The rescuers will come at any moment. They will reach me, before the enemy does. Something bumped her leg. It was something big. Suddenly, the water was alive with movement, fins, and tails. She felt her body being pushed through the water. She screamed and kicked. She saw fins in the shape of triangles. Then she saw a pointed beak, followed by a rounded head pop above the water. It was a dolphin. It looked right at her. It was still up against her. The movement and splashing continued several yards away, where she had been only moments ago. From what she could see and hear, there were several dolphins attacking a shark. They had come to save her. They were her rescuers. They were her heroes. Mayuka had never appreciated living creatures the way she did at that moment. 1. Which of these best describes why the author uses a dolphin, instead of a human, to begin the first story?

A. to show that it is difficult to survive in the ocean

B. to show how human actions affect animals in nature

C. to show that the actions of animals affect humans

D. to show the differences between humans and animals

Copyright © 2014 Edmentum - All rights reserved.

Blizzard Bag #3 Part 1 of 2

2. Which of the following statements best describes the author's message in both reading selections?

A. Humans are a lot more intelligent than animals.

B. Humans and animals are both harmful to the sea.

C. Animals are much more caring than humans.

D. Animals and humans are both extremely valuable.

3. How are Haruki and Mayuka similar?

A. The actions of humans cause them both to suffer.

B. They must both rely on modern inventions for rescue.

C. Food is the most important thing to each character.

D. Mother Nature causes both of them to be in danger.

4. In the first selection, a dolphin was one of the main characters. In the second, a woman was the

main character. How is the main idea in both stories still the same, even though the characters are different species?

A. Nature affects both humans and animals.

B. Humans and animals have a will to survive.

C. Dolphins and humans are very similar.

D. Water can be a danger to humans and animals.

5. How is Matt in the first story most similar to the group of dolphins in the second?

A. Both are distracted by other creatures around them.

B. Both are tired of people messing up the environment.

C. Both save the life of a member of a different species.

D. Both complain about bad things that happen to them.

6. Passage 1 The chief cause of the American Civil War was rooted in the dispute over slavery. Southern states depended on slavery to support their agricultural economy. Only a small proportion of Northerners actively opposed slavery. However, they were opposed to its expansion, in part because they did not want to compete against slave labor. The main debate centered on whether slavery should be permitted in the Western territories recently acquired during the Mexican War (1846-1848). Passage 2 Looking backward, anyone must marvel at the fact that the American Civil War lasted four years. All the advantages seemed to favor the North. The Union had a population more than double that of the Confederacy. It had most of the factories and railroads and a merchant marine. The South, on the other hand, was a region of farms. The South had two important advantages. First, it did not need to conquer the North: It could simply defend its soil and wait for the North to become discouraged. Second, the South could operate with shorter interior lines, thus making better use of its men. In the long run, Northern superiority in supplies and men was decisive. What contrast can be made between the two passages?

A. Both passages are about the causes of the Civil War.

B. Passage 1 is about the causes of the Civil War; passage 2 is a post-Civil War assessment.

C. Passage 1 is a post-Civil War assessment; passage 2 is a look at a specific battle.

D. Passage 1 is about the causes of the Civil War; passage 2 is about war in general.

7. Passage 1 Do you know how Maryland and the city of Baltimore got their names? On March 25, Marylanders celebrate Maryland Day to honor the arrival of the first colonists to the land King Charles I of England chartered to Lord Baltimore in 1634. He named the land after the king's wife, Henrietta Maria, or Mary. Lord Baltimore had almost complete control over the colony as long as he paid the king a share of all the gold or silver discovered on the land. Passage 2 The Atlantic Coastal Plain covers about one-half of Maryland's land area, yielding to the Piedmont Plateau at a fall line running from the northern tip of the District of Columbia through Baltimore and to near the northeastern corner of the state. The Catoctin ridgeline in the west forms the gateway to the Appalachians. What contrast can be made between the two passages?

A. Passage 1 is about England; passage 2 is about Maryland.

B. Both passages are about Maryland.

C. Passage 1 is about Maryland's history; passage 2 is about Maryland's geography.

D. Passage 1 is a news story; passage 2 is an opinion piece.

8. Passage 1 By the age of six the great composer Mozart was an accomplished performer on the clavier, violin, and organ, and was highly skilled in sight-reading and improvisation. Five short piano pieces composed at the age of six are still frequently played. In 1762, at the age of six, Mozart left on a concert tour through the courts of Europe. During this period he composed numerous works, including sonatas, a symphony, and two operas. At the age of 13 he was appointed concertmaster to the archbishop of Salzburg. Passage 2 Although the great composer Mozart had an unsuccessful career, lived largely in poverty, and died young, he ranks as one of the great geniuses of Western civilization. His large output shows that even as a child he possessed a thorough command of musical composition and an original imagination. Mozart's creative method was extraordinary: His manuscripts show that he almost invariably thought out a complete work before committing it to paper. His music combines an Italian taste for clear and graceful melody with a German taste for formal ingenuity. What contrast can be made between the two passages?

A. Passage 1 focuses on Mozart's childhood; passage 2 looks back at his life.

B. Passage 1 focuses on music; passage 2 focuses on money.

C. Passage 1 focuses on Mozart's life; passage 2 focuses on Mozart's music.

D. These passages focus on completely different subjects.

The military has many different parts, and they are all different. More interesting are the differences between various types of troops, even those who appear to do the same job. The Army and Marines both have thousands of men and women trained for ground combat. But the two services go about their jobs quite differently. Many of the differences are minor. The uniforms are similar, but different in small ways. Some of their weapons are different. Even the way they talk to each other is different. Army troops say "yes sir" when talking to an officer, while a Marine is more likely to say, "aye, aye, sir." But if you go from an Army infantry platoon to a similar unit of Marines you will quickly notice a difference in attitude. It's a difference you sense, but a difference you know is real. from http://www.strategypage.com/dls/articles2001/20010430.as 9. In what ways are the Army and Marines different?

A. The Army does not respect its officers.

B. Only the Army is a part of the military.

C. The Marines do not fight on the ground.

D. They speak differently to their officers.

10. What is one way the Army and the Marines are similar?

A. They both talk to officers in the same way.

B. They both have the same attitude on their bases.

C. They both have thousands trained for combat.

D. They both have the same weapons and uniforms.

11. The topics within the passage allow for the comparison and contrast of

A. the army.

B. men and women.

C. service jobs.

D. the military.

12. According to the passage, how are the Army and Marines similar?

A. They both talk the same to officers.

B. They both train near the coast line.

C. They both have similar uniforms.

D. They both use the same equipment.

The Civil Rights Movement of the 1960’s marked a great change in race relations in the United States of America, which had practiced legalized segregation until the passage of the Civil Rights Amendment. Two seemingly opposite Civil Rights leaders who brought about this tremendous social change were Martin Luther King Jr., the southern Christian, and Malcolm X, the northern Muslim. Both were African-American icons who had different views on religion, segregation and civil rights. Martin Luther King Jr. was a man who embraced the brotherhood of all races and beliefs, while Malcolm X preached voluntary separation and had a negative view of whites. After his pilgrimage to the Islamic Holy City of Mecca, Malcolm X reversed his position on voluntary racial separation and joined King's quest for the integrated brotherhood of all people. Prior to Malcolm X's change, he and King feuded bitterly from the pulpit and through the press. from http://hs.houstonisd.org/WestburyHS/Features/black_history.htm

13. How were Malcolm X and Martin Luther King Jr. different?

A. Malcolm X stayed in the south, while Martin Luther King, Jr. went to the Holy City of Mecca.

B. Martin Luther King, Jr. did not believe in the brotherhood of the races, and Malcolm X did.

C. Martin Luther King Jr. grew up in the Northern United States, while Malcolm X was from the south.

D. Malcolm X wanted voluntary separation, while Martin Luther King, Jr. wanted racial integration.

14. How were Malcolm X and Martin Luther King Jr. similar?

A. Before Martin Luther King, Jr. went to Mecca, they both were southern Christians.

B. Both men were southern Christians who believed that the races should be separated.

C. After Malcolm X's visit to Mecca, they both believed in the brotherhood of all people.

D. Both of the men were Muslims who made a pilgrimage to the Islamic Holy City of Mecca.

15. The topics within the passage allow for the comparison and contrast of

A. civil rights leaders.

B. the Islamic Holy City.

C. the Civil Rights Amendment.

D. southern Christians.

name: _____________________________________

Study Island: Main idea and supporting detail

You have Two Weeks to complete this Blizzard BAG

President Barack Obama did not have an easy trail to the White House. One year before Obama was elected president, most people did not think he had any chance of being the Democratic Party's candidate for president. Barack Obama, however, worked hard to prove them wrong. Obama got people who were not used to voting to volunteer to work for him. These people became a part of the huge team of Obama supporters that stretched across the country. They made millions of phone calls and explained why Obama would make a good president. They convinced people to vote for him. In early 2008, Obama won his first small election contest. He proved that Hillary Clinton and the other candidates had to take him seriously. His volunteers were making a difference. During the entire campaign, Obama's supporters never stopped making phone calls. They constantly told people why they should vote for him. Those millions and millions of people helped get Obama elected, and Obama told them all that he couldn't have become president without them. 1. What is the main idea of this selection?

A. Hillary Clinton and the other Democratic Party's candidates did not think Obama had a chance of winning.

B. Barack Obama got millions of people to volunteer to work for him after he became president.

C. Many people were surprised when Obama won his first small election contest in early 2008.

D. President Obama and his supporters worked hard to get him elected when others thought it was impossible.

2. What is the main idea of the first paragraph?

A. People who were not used to voting volunteered for Obama.

B. Obama would not have become president without others' help.

C. People thought Obama would lose to Hillary Clinton.

D. It was not easy for Obama to get elected president.

The boat had been gliding smoothly over the choppy surface of the ocean until the tide began to come in. The waves grew larger, as tall as six feet, and Juan began having trouble controlling the boat. A strong surge pitched the front of the boat up in the air, throwing Juan off balance and taking him to the floor, still clutching the steering wheel as his passengers held tightly to anything they could. Another wave came at them, washed over the boat, and finally knocked it over, spilling everyone out into the water. A nearby patrol vessel had seen everything happen. Because it was larger, the patrol boat was still in control, and it went toward Juan's overturned boat. The people in the patrol boat drifted around and around Juan and the three other passengers, all of whom were wearing life vests. They threw out a rope, and as the rope drifted by, everyone in the water grabbed on. Once the last of them grabbed on, the patrollers pulled them all in, cold and wet but safe. Looking around at his shivering friends, Juan wondered what he could have done differently. Was I taking unnecessary chances? Could I have driven more safely? Should we even have been out on the boat at all? He didn't have answers yet for these questions, but he knew he would pay more attention to the weather reports before he went out on the water again.

Copyright © 2014 Edmentum - All rights reserved.

Blizzard Bag #3 Part 2 of 2

The main ideamain ideamain ideamain idea of a passage is what the passage is mostly about. It is the basic point that the author wants

the reader to understand. The sentences that support, or explain, the main idea are called supporting detailssupporting detailssupporting detailssupporting details.

3. What is the main idea of the second paragraph?

A. Juan and his passengers are washed out of his boat.

B. The patrol vessel is larger and more in control than Juan's boat.

C. It is a good idea to wear life jackets when in a boat.

D. A nearby patrol vessel is able to save Juan and his passengers.

4. The third paragraph is mostly about

A. Juan thinking about what would have happened if the other boat had not saved them.

B. Juan thinking about what he did wrong and what he will do differently next time.

C. Juan thinking about which new boat he should get before going out in a storm again.

D. Juan thinking about which passenger to blame for the accident and what to say.

5. The story is mainly about

A. Juan's boat accident.

B. the lessons Juan learned.

C. why boating is dangerous.

D. Juan getting rescued.

6. The first paragraph is mostly about

A. what Juan enjoys doing for fun.

B. what causes Juan's boat to overturn.

C. how fast boats travel in water.

D. how big the waves in the ocean are.

(1) King Midas wanted to be the richest king in the world, and one day, he had the chance to make it happen. His servants had captured a satyr, a half-man and half-goat creature. The satyr happened to be good friends with a very powerful god named Dionysus. (2) Midas thought that Dionysus just might give him a reward for finding the satyr, so he asked the satyr to stay at the palace where he would be treated as a guest. The satyr was given a nice room with fine linens and any food he desired. The satyr was quite happy about all this. (3) Soon, Dionysus arrived at the palace, as he had been searching for the satyr. Midas took Dionysus to see the satyr, who told the god about all the rich foods and fine things the king had given him. Dionysus was grateful to Midas for treating his friend so well, and he offered to grant Midas one wish. (4) "I wish that everything I touch would turn to gold!" Midas exclaimed without thinking. He couldn't believe his luck! Now he would definitely become the world's richest king. Dionysus asked if he was sure, and because Midas said he was sure, Dionysus granted the wish. (5) For the next few hours, Midas was in heaven. He touched flowers, and they became gold. He touched his bed, and it became gold. He touched his castle, and it became gold. Then, because he was thirsty, Midas tried to drink some water, but it dried as it touched his lips and also became gold. He tried to eat an orange, but it too turned into the precious metal. Finally, his daughter ran to give him a hug, and she too became gold! Midas realized that his wish had become a curse. (6) Midas begged Dionysus to take back his wish. Dionysus saw how sorry Midas was and took pity on him. He sent Midas to bathe in the River Patoclus. The waters cleansed him and released him from the golden touch. Midas realized then that riches are not the most important things in the world. 7. What is the main idea of the second paragraph?

A. Midas knew the satyr would be happy with all the gifts.

B. Midas made the satyr his guest and hoped for a reward.

C. The satyr was given fine linens and lots of food.

D. The satyr told Midas that he would get a reward.

8. What is the main idea of the fifth paragraph?

A. Everything Midas touches turns to gold.

B. Midas' food and water turns to gold.

C. Midas turns flowers and his bed to gold.

D. The daughter of Midas turns to gold.

9. What is the main idea of the fourth paragraph?

A. Dionysus asks Midas if he is sure about his wish.

B. Dionysus grants Midas' wish for the golden touch.

C. The golden touch would make Midas the richest king.

D. Dionysus tries to talk Midas out of making the wish.

10. The sixth paragraph is mostly about

A. Midas begging Dionysus to help him.

B. Dionysus releasing Midas from his wish.

C. Midas traveling to the river Pactolus.

D. Dionysus seeing how sorry Midas is.

11. What is the main idea of the entire story?

A. Dionysus will grant you a wish if you are kind to his friend.

B. King Midas gets his wish and becomes the richest king in the world.

C. King Midas learns that riches are not the most important things in the world.

D. King Midas enjoys turning many different things into gold.

12. What is the first paragraph mostly about?

A. A satyr is a creature that is half man and half goat.

B. Midas' servants capture a satyr who is Dionysus' friend.

C. The satyr tells Midas that he can grant him any wish.

D. Midas realized that riches are not the most important.

13. The third paragraph is mostly about

A. Midas telling Dionysus that he deserves to have a wish granted.

B. Dionysus being grateful and offering to give Midas one wish.

C. the satyr telling Dionysus about all the great things he was given.

D. Dionysus telling the satyr to grant Midas any wish he desires.

14. The Ransom Center has been compared to a tomb, a fort, and a bank. It is one of the world's greatest cultural museums, but it has few admirers. Many people think the center is an ugly, unfriendly looking place. That will soon change, though. The Ransom Center is undergoing $14 million worth of improvements. The changes should make the Ransom Center easier to use and nicer to look at. The improvements should also bring more visitors. In the last ten years, only 10,000 people each year have visited the building. Many things will change at the Ransom Center. More windows will be added to make the building less dark and crowded. There will be a 125-seat theater and three display rooms for viewing rare collections. The reading room will be larger, better lighted, and easier to use. The reading room is the most important new section as far as most people are concerned. That is because the Ransom Center is home to over 40 million rare books, manuscripts, photographs, and artworks.

This passage is mainly about

A. the reason museums are made dark and ugly.

B. changes being made to the Ransom Center.

C. the 40 million objects the Ransom Center owns.

D. how expensive it is to remodel an old building.

15. Daylight savings is a system of setting clocks 1 or 2 hours ahead. This causes sunrise and sunset to happen at a later hour. Daylight savings results in an extra hour of daylight in the evening. This idea was first jokingly mentioned in an essay by Benjamin Franklin in 1784. British builder William Willet wrote seriously about the idea in 1907. Daylight savings has been used in the U.S. and many European countries since World War I. The system was started to conserve fuel needed to get electric power. Homes and businesses did not have to turn their lights on as early. Some places in the U.S. went back to standard time after the war. During World War II, U.S. Congress passed a law putting the whole country on "war time." This set the clocks ahead 1 hour for the rest of the war. The Uniform Time Act in 1966 set up a daylight savings schedule for most of the U.S. Each state voted on whether the state would follow daylight savings time. What is the main idea of this passage?

A. how to set the clocks for daylight savings time

B. the people who invented daylight savings time

C. how daylight savings time helps conserve fuel

D. what daylight savings time is and why we use it

16. Dear Editor, Last Friday morning I awoke to find my apartment building in flames. Everyone in my building was affected by the fire damage, fear, shock, and a sense of loss. However, these feelings were greatly eased by the Springfield Fire Department. They were kind, professional, and efficient. Also, the American Red Cross offered counseling. They assisted those of us who were left without a home or belongings. In addition, a local moving company showed up. They donated their services to the residents who needed to move their furniture that was not ruined in the fire. Thank you to all the concerned citizens who brought us breakfast and lunch that day. Your kind actions will always be remembered. Sincerely, A Thankful Citizen What was this letter mostly about?

A. the helpfulness of many people after a damaging fire

B. the damage, fear, and shock caused by an apartment fire

C. the hard work and kindness of the city fire department

D. the work that has to be done by many people after a fire

17. Some Austin Community College teachers have volunteered to teach for free this summer. They are doing this so that school officials will not cancel 231 summer classes as they are planning to do. The teachers said that students shouldn't be punished for the college's money problems. They will work for free to help out. School officials said they didn't know how many faculty members it would take to cover all the courses. They appreciate the teachers' offer. Many students have also said that they appreciate the teachers' offer to teach for free. This passage is mainly about

A. teachers offering to teach summer school for free.

B. students not wanting to take classes in the summer.

C. school officials needing to start summer school.

D. Austin Community College's money problems.