Compare and Contrast (Read the Following Lesson, and Review Flashcards, Before Doing the Practice

Home , The Old Man (Seinfeld)

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

8th STEM Compare & Contrast Study Guide Name______Compare and Contrast Information When we are presented with two passages, they may be similar or different. It is important to recognize these similarities and differences. Comparing Information When we compare two types of information, we are looking for similarities between them. In other words, we want to see how the two are alike. For example, Batman and Spider-Man are similar in the respect that they are comic book superheroes. Contrasting Information When we contrast two types of information, we are looking for differences between them. Contrasting means showing how two things are different. For example, Batman wears a bat costume, drives the Batmobile, and has an arch-nemesis named The Joker. Spider-Man wears a spider costume, swings from buildings with spider webbing, and has an arch-nemesis named The Green Goblin.

Compare and Contrast When you read multiple informational texts on the same topic, you are bound to come across information that may differ. While reading multiple texts, it is important to identify the similarities and differences between the ideas presented in the texts. The similarities and differences, or conflicting information, in the texts present a new perspective on the topic and can help you research the topic better. Things to keep in mind while analyzing conflicting information: Make a note of the information that is in agreement in both texts. It is an indication that the information is most likely accurate. For texts with conflicting information, evaluate the evidence used by the authors. Arguments based on biased or personal opinions are not likely to be true. On the other hand, information supported by facts, data, and logical reasoning has a much higher chance of being accurate.

Read the passages carefully and answer the questions below. Passage 1 A Glass of Milk a Day Milk is perhaps one of the most popular beverages in the United States. Some consume it for the taste, while some consume it for its nutritional benefits. Either way, milk is a common part of almost everyone's daily diet. In its raw form, milk is an extremely nutritive substance. It provides carbohydrates, fat, proteins, vitamins, and plenty of calcium. While all these nutrients can be found in other food sources too, milk packs them all together, making it a one-stop source for a healthy body. According to research, milk is known to reduce the chances of heart disease. Also, the calcium found in milk helps strengthen bones and teeth. Some research even indicates that milk can help in reducing body fat, which can assist in maintaining a healthy weight. Many people have a condition called lactose intolerance, which means that their bodies cannot process dairy products. Luckily for them, there are healthy substitutes for cow's milk that are easily available in the market. For example, soy milk is an excellent replacement for regular cow's milk and can be safely consumed by people who are lactose intolerant. Although a glass of milk a day does wonders, one can replace it with other dairy products such as cottage cheese, yogurt, or cheese for convenience, and gain the same nutritional benefits.

Passage 2 Goodness Milk: A Myth? In the world of food, milk is an unavoidable product. It is consumed by nearly everyone. People either drink milk directly, make dairy products out of milk, or use milk as an ingredient in various dishes. Milk is considered to be a nutritious food and an excellent source of lactic acid and calcium. However, recent studies have shed light on certain facts about milk that challenge traditional beliefs. Though milk contains plenty of calcium, research indicates that the calcium does not really aid in strengthening our bones. Studies on teenagers prove that it is their level of physical activity, and not the amount of milk they consume, that ultimately affects how well the calcium is absorbed in their bodies. Similarly, the two proteins found in milk—whey and casein—do more harm than good. These proteins are known to cause many of the most common food allergies in infants and young children. Furthermore, milk contains calories and natural sugars known as lactose. Consuming these sugars and the calories in large quantities on a daily basis can lead to weight gain. It can also cause allergic reactions among those who are lactose intolerant. A number of people substitute a glass of milk for other dairy products in the hope that they will gain the same benefit as milk from these products. However, certain dairy products such as ice creams, cheese, or milkshakes are full of artificial sugar, salt, and fats. Hence, substituting milk and dairy products with other food items with the same nutritional value is a safer option.

1. What information in Passage 1 conflicts with the information in Passage 2? A. Almost everyone consumes milk on a daily basis. B. Milk can be replaced with other dairy products. C. Calcium from milk helps strengthen the bones in the body. D. Raw milk provides plenty of calcium and proteins. Explanation: The correct answer is C. The two passages present conflicting information on the role that calcium from milk plays in strengthening our bones. In Passage 1, the author states that calcium from milk helps in strengthening bones and teeth. However, in Passage 2, the author says that calcium plays no part in strengthening the bones. Instead, regular physical activity makes bones stronger.

2. What information in Passage 1 agrees with the information in Passage 2?

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

A. People with lactose intolerance cannot consume milk. B. Milk aids in reducing body fact, and thus may lead to weight loss. C. Milk is known to reduce the chances of heart disease. D. Cheese is a healthier substitute for people who don't drink milk. Explanation: The correct answer is A. Both passages state that people who suffer from lactose intolerance cannot process milk or other dairy products. Theme The theme is the most important message in a story. The theme will say something about life or human nature. Sometimes the theme is a moral or short lesson about life. Because the theme is a message, it must be expressed in a complete sentence. Sometimes the author does not tell you the theme. Instead, you have to figure it out from the text. Some Common Themes Found in Literature: • Man is his own worst enemy. • Good is stronger than evil. • A person grows by facing obstacles. • Treat others the way you want to be treated. Notice that the themes aren't describing particular events or characters. They are broad ideas that can apply to all people. example: The Fox and the Grapes by Aesop

One afternoon, a fox was walking through the forest. The fox saw a bunch of grapes hanging from over a branch. Just the thing I need when I'm thirsty, the fox thought. Taking a few steps back, the fox jumped and just missed the hanging grapes. Again, the fox took a few steps back and tried to reach the grapes but still failed. Finally, giving up, the fox said, "They're probably sour, anyway." Then, the fox walked away.

Question: Which of the following best describes a theme of the passage? A. It is easy to dislike what you cannot have. B. It is easy to find food for tall animals. C. Many animals like to eat fruits. D. A fox always knows when grapes are sour. Explanation: In the above story, the fox is trying to eat the grapes, but he or she cannot reach them. When the fox fails after trying, he or she says the grapes must be sour. One theme, or message, of this passage is, "It is easy to dislike what you cannot have." Tips for Identifying Theme: • Look closely at the title. Sometimes you will find a clue about the theme. • Look for ideas that are repeated more than once. • Look for lessons that the character learns. • Think about what happens in the story and how it can apply to life. For example, if the main character must survive an approaching tornado, the theme may be, "Nature is at war with mankind."

Character Archetypes Archetype is another way of saying model or pattern. Archetypes show common traits and traditions shared by most cultures. Archetypes can also be applied to characters, setting, and journey. They are found in all literature (poetry, fiction, or nonfiction) in the types of characters, the images the author uses, myths, dreams, and the way people interact with each other. They can show the basic patterns of myth and customs in legends and habits of different cultures. Archetypes apply to characters, as well as setting and journey. If you pay close attention, you will see that there are some characters that repeatedly show up in most stories. They come up so often in fact that you can label them. The following are examples of common character archetypes found in literature:

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

Characters

. femme fatale (dangerous female) . temptress . sire . damsel in distress . old crone . hag or witch . the princess in the tower . mentor . naïve young man from the country . the blind seer . the mad scientist . the shadow . the monster . the animal companion

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

8th Grade Compare and Contrast Name______April 6-10, 2020 Period 1st 2nd 9th Passage 1

The Story of Icarus

Icarus's father, Daedalus, was a master craftsman. He built a pair of wings for Icarus using some loose feathers that he found on the ground. Daedalus molded these feathers together using wax and made a contraption that would allow Icarus to fly by flapping his arms vigorously. Icarus's father also warned him to be careful with the wings and not to fly too high because the wind and the heat from the sun would impact the wings, which might lead him to lose control and fall. Icarus promised his father that he would not fly too high, but as soon as Icarus started flying, he wanted to fly higher and higher. Flying gave him a great sense of freedom, so he kept flapping his wax wings with more enthusiasm. Gradually, he started feeling warmer as he went closer to the sun. Soon, to his horror, he noticed that the sun's heat was melting his wax wings. He tried to maneuver his wings and descend, but it was too late. He eventually fell in a lake with a splash. Passage 2

Myra's Sketches

Myra's mom noticed Myra scribbling on a piece of paper when she entered Myra's room. She saw a number of loose papers scattered around Myra's desk that had similar types of ink scribbles on them. Her mother asked her why she was making similar pieces of art. Myra informed her mom that she was practicing for an art competition that was going to be held at school the next day. Myra further said that even though she was prepared for the competition, she had continued drawing because she was having a lot of fun creating new sketches. Her mom asked Myra if she had enough ink left in her pen. Myra checked the pen and said that she had enough ink to last a couple of days. Her mom told her to be careful to not use all the ink of her pen, or she would be in trouble the next day. Myra agreed to be careful, but she couldn't stop herself from sketching more pictures. Finally, it was dinner time, so Myra packed up her things and went for dinner. Myra was very excited for the competition the next morning. She started sketching immediately when the teacher told them to start. She was elated with the way the image was turning out. Halfway through the sketching process, she noticed that the strokes from the pen were becoming lighter. Eventually, all the ink from the pen was used, and Myra could not complete her drawing. She remembered her mom's warning and regretted her foolish behavior. 1. Which is the shared archetype of Icarus and Myra? A. The hero or heroine, as both characters perform heroic tasks in order to gain popularity and fortune.

B. The sage, as both characters show maturity and wisdom in their actions.

C. The creator, as both characters create things using their vivid imagination.

D. The innocent, as both the characters behave irresponsibly without thinking of the outcome of their actions.

Passage 1

The Galapagos Islands are the only places in the world with a combination of large, sea-going lizards, seabirds that can’t fly, and turtles the size of desks. Unsustainable fishing practices and a lack of well-managed protected areas have driven these island ecosystems to the edge of collapse and threaten the Galapagos’ irreplaceable plants and animals. In collaboration with local communities in Chile, Peru, and Ecuador, the Nature Conservancy is implementing new, sustainable fisheries programs and working to protect over 30 million acres of Pacific marine habitat in the region. Their progress is inspiring.

Passage 2

Manhattan Island is a part of New York City. It teems with people, pets, traffic, towering skyscrapers and 24-hour noise. A visitor only has to go a few blocks before recognizing famous landmarks, like the Guggenheim Museum or the stately lions guarding the entrance to the public library. The island, which looks out over the Atlantic Ocean, is home to Broadway and Wall Street. As the center of the financial and entertainment industries, it contains intoxicating promises of fame and fortune and attracts many people year after year, though few really make it to the top. Called the “Big Apple,” New York City is also known as the “Asphalt Jungle” due to its highly competitive nature. Anyone who can survive on this island can make it almost anywhere. 2. What similarities can be found in these two passages? A. Both passages involve the search for fame.

B. Both passages have to do with wildlife.

C. Both passages are about islands.

D. Both passages focus on the decline of a place.

Passage 1

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

a retelling of The Man, His Son, and His Donkey by Aesop

Jacob and his son, Joseph, used to spend all day looking after the animals of other people, but Jacob often used to think he was wasting his time working for other people for a meager salary. He decided he would sell his donkey, and with the money he received, he would buy hens as they would have a higher return value in the future. One day, Jacob and Joseph set out for the fair to sell their donkey. On the way, they saw some women working in the field. "These people are ridiculous! They have a donkey, but they are wasting their energy by walking," said one of the women. Jacob was embarrassed at his foolishness, so he asked Joseph to ride the donkey. On the way, he saw some old people sitting under a banyan tree. "Ah, what has the world come to! It gives me immense pain to see this uncaring boy sitting on the donkey's back while his old father has to walk," said one of the men sadly. Jacob admired the man's wisdom and wondered why he did not think of this before. He told his son to dismount, and he sat on the donkey. Joseph and the donkey started walking again, when they passed a group of children bathing in a pond. The boys laughed loudly and said, "The man has no shame, as he is enjoying the ride on the donkey while his poor tired son can barely walk." Jacob realized his mistake and pulled the boy up behind him on the saddle, but soon they were stopped by the village chief. "Don't you both have any sense? How can you both sit on the poor donkey? He looks weaker than you and deserves to be treated with love and care," shouted the chief angrily. So, Jacob rented a cart from a nearby market, put the donkey on it, and wheeled the cart along, while everyone they passed on the way couldn't stop laughing at them.

Passage 2 The Spanish Class

It was a pleasant evening, and the sky was dotted with several birds flying home in flocks. Michelle was unaware of the beauty of the surroundings as she looked out of the window of the moving bus and thought about her classes. She hated these weekend Spanish classes for she did not have an interest in learning the language. Both her parents had spent their childhood in Spain, and they wanted Michelle to learn and speak fluent Spanish. "Michelle can visit you all in Spain as soon as she can speak the language," Mom used to say often when she spoke to her aunts and cousins in Spain. Michelle jolted back to the present when her friend Shashi nudged her to get off the bus. "Michelle, why don't you tell your parents that you want to join the ballet classes, and you find it difficult to cope with Spanish?" inquired Shashi, as she looked at her friend's brooding expression. "Hmm . . . I guess I should, but I am sure they won't be pleased," mumbled Michelle. That night after dinner, Michelle approached her parents and told them about her predicament. "Michelle, why did you not tell us about this sooner? Remember one thing, dear, that you should not do something because others expect it from you. Everyone deserves to be proud of what they've done, what they've achieved, and you cannot feel that unless you enjoy what you are doing," Dad said in a solemn voice. Michelle realized she should have confided in her parents sooner and saved herself all the unnecessary worries. 3. Which theme is found in both passages? A. People should do what they think is right for them.

B. It is difficult to find happiness in unfavorable situations.

C. It is easy to achieve success if people stay focused.

D. Children should do whatever they can to please their parents.

The Gymnast Kieran took a deep breath, stretched his arms out, looked straight ahead, and began his routine. He covered the length of the floor with his flips and handstands, finally landing gracefully on his feet. Looking pleased with himself, he glanced over at his trainer, Jason Lang, a tall and lean man of sixty with a severe face that rarely broke into a smile. He nodded curtly at Kieran and said, "That still looked a little clumsy. You need to keep practicing." Kieran frowned and turned away, looking very displeased. Kieran had been training with Jason for a few months now, but his trainer never seemed satisfied with his work. Kieran thought he was good; in fact, he had won several medals in gymnastics at the state level. "I've been practicing for months, Mr. Lang! My form is better, I feel confident, and I think I'm ready for the national try-outs," Kieran said to Jason, looking him in the eye. Jason sighed and shook his head saying, "You're not ready, young man. Just keep practicing, and you'll be ready soon." As Kieran walked home after training that day, he was still fuming. "Mr. Lang may have been a great gymnast in his time, but not anymore. I know I'm ready, and I'm not going to let him stop me from going to the national try-outs tomorrow," he thought to himself. The next day, Kieran went to the stadium where the try-outs were being held. As he watched the gymnasts who performed before him, he was filled with a sense of dread and apprehension because they were well beyond his level. His lack of experience showed through in his performance, and he fumbled through his routine. Disappointed, he went to meet Jason and told him what had happened. Jason put his hand on Kieran's shoulder and gave one of his rare smiles. "You were brave to try, Kieran, but you have to understand that I have your best interests at heart. I made the same mistake when I was young like you, and had to learn my lesson the hard way. I tripped and fell

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want. during a routine that I was not well-prepared for, fractured my leg as a result, and couldn't perform for months. That incident taught me that while it is good to aim high, never over-step your limitations." Kieran nodded and resolved to keep practicing. 4. How does Mr. Lang represent the archetype of the sage or the mentor? A. He scolds Kieran and stops him from going to the national try-outs.

B. He works very hard and eventually becomes a great gymnast.

C. He looks severe and demands that Kieran train more.

D. He guides Kieran and offers advice based on his experience.

Passage 1 adapted from Keeping Your Gut in Check from NIH News in Health

There is a lot that happens in your digestive system between the time when you eat something and when it goes through your body. The health of your gut plays a big role in your overall well-being, so it is important to make choices that help your body stay on track. Your digestive tract is a long, muscular tube that runs through your body. It's about 30 feet long and works with other parts of your digestive system to break food and drink down into smaller molecules of nutrients. The blood absorbs these and carries them through the body for cells to use for energy, growth, and repair. With such a long digestive highway, it's common to run into bumps in the road. About 60 to 70 million Americans are affected by digestive diseases. "There are many factors that can impact gut health," says Dr. Lin Chang, a health expert at the University of California, Los Angeles. Chang asserts that people should eat at least 20-30 grams of fiber a day to avoid digestive issues. Fruits and vegetables are rich in fiber, so it is healthy to eat them at every meal and as much as possible. A variety of fruits and vegetables provides a healthy mix of different fibers and nutrients to a healthy diet, so the more produce people can pack into their meals, the better. Nutritionists state that an added benefit is that the more fiber from fruits and vegetables people eat, the less room people will have in their stomachs for less healthier options. The dietary fiber from fruits helps reduce blood cholesterol levels and may lower the risk of heart disease and other chronic diseases. The potassium from fruits like bananas and prunes also maintains healthy blood pressure. Be sure to include a lot of those fruits and vegetables when preparing meals. These dietary fibers from fruits and vegetables will you live a long and healthy life. The key is to balance your diet with a proportionate mix of fruits, vegetables, whole grains, and lean proteins.

Passage 2 Breaking the Myth of Eating Fruits

People are usually instructed to eat a lot of fruits to maintain a healthy lifestyle. But the question remains: Is there such a thing as too much of a good thing? While fruits are certainly packed with nutrients, fruit is also a major source of carbohydrates and sugar. No matter how healthy fruits can be, it is important to maintain an overall balanced diet. When it comes to fruit, it is possible to consume too much. Here's why: Too much sugar, of any type, including that from fruits, causes blood sugar to rise. When blood sugar rises, it triggers insulin release, which is a storage hormone. Insulin stores excess blood sugar as fat, particularly fat in the abdominal region. For this reason, many nutritionists advise people to eat about 5-9 servings of fruits per day to avoid eating too much sugar. Moreover, fruit is made up of carbohydrates, and it can increase how much a person stores body fat. A healthy amount of carb intake should be equal to the amount of energy a person burns through exercise and daily activity. A surplus amount of carbs can easily be turned into fat, which leads to other health issues later. Since the carbs in fruit fuel the activity of one's cells, the time of day a person consumes fruit matters. Eating a huge bowl of fruit late at night while browsing your phone, for example, may be healthier than eating sugary foods like cookies, but if you are not burning off those carbs, your body can't take advantage of the benefits fruits could provide to your body. People should consider being strategic and purposeful about the timing and amount they consume certain foods. With the right portion sizes, there are many benefits, including the reduction of bloating, digestive issues, and a healthier lifestyle. 5. What piece of information from Passage 1 conflicts with the information from Passage 2? A. Eating as many fruits and vegetables as part of one’s diet is a very healthy way of maintaining one’s well-being.

B. People normally have a difficult time digesting food, so the only solution is to eat fruits and vegetables.

C. People should only eat fruits and vegetables as it is the healthiest food and nutrient-dense food available.

D. Eating fruits and vegetables is like medicine and will cure most chronic diseases and reduce blood cholesterol.

Passage 1 Mohandas Gandhi

Mohandas Gandhi was educated in the United Kingdom and earned a law degree from University College in London. He was greatly troubled by the way the British government ruled the people of India, and he dedicated much of his life to helping achieve India’s independence. Gandhi taught methods of passive resistance, such as hunger strikes, to those who struggled with him. He never favored violence. In fact, he admitted to learning many of the principles he followed from the Russian writer Leo Tolstoy, from Christ, and from the American writer Henry David Thoreau.

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

Passage 2 Cesar Chavez

Cesar Chavez was the son of migrant farm workers. Born in Arizona, he was forced to leave school after the sixth grade and begin working on farms himself. He served in the US navy during World War II, then came back to the US and began working to create a farm workers union. He was disgusted by the low wages paid to migrant workers, by their harsh working conditions, and by the lack of medical care and insurance provided to them. Chavez led a great war on the farm owners, but he did it without weapons or violence. He used such methods as hunger strikes and boycotts to further his message. In 1977, the United Farm Workers became an official union. 6. What differences were there in the lives of Gandhi and Chavez? A. Gandhi spent his life in pursuit of human rights and Chavez did not.

B. Gandhi received an advanced education and Chavez did not.

C. Gandhi led a large group of people in revolt and Chavez did not.

D. Gandhi believed that all people should have the right to govern themselves and Chavez did not.

Passage 1 The Crow and Pitcher

It was a scorching day and the absence of rain was making life miserable on the planet. Water was scarce, and without water, which sustains life, everyday activities were proving to be quite grim. One thirsty crow was flying around, searching desperately for a few drops of water, but it was hopeless. Every piece of land in his sight was as dry and scorched as an arid desert, with no signs of moisture at all. Exhausted and starving, the crow landed on a rock. Looking around, his eyes caught something that finally gave him hope: a water pitcher stood behind a tree. The pitcher contained water, but the quantity was so low that, try as he might, the crow couldn't reach it. Desperate and humiliated, the crow prepared to fly away. But another sight caught his eyes: a little distance away, there lay on the ground a heap of stones and pebbles. This gave the clever crow an idea. He flew over to the heap to pick up one big stone in his beak. Flying back to the pitcher, the crow dropped the stone in it, and the level of water in the pitcher came up slightly. Over the next few minutes, the crow carried several pebbles and stones and dropped them into the pitcher until the water almost touched the brim. At last, the thirsty crow dipped his beak into the cool water and drank his fill. Satisfied, he flew away with renewed energy.

Passage 2 In Unity Is Strength

An old man had three sons, but no peace of mind. There was never a moment of peace in his house, since his sons spent all day fighting each other. They fought over property, land, belongings and all such matter, but they never paid any heed to the protests of their father. The old man was troubled to a great extent, for he realized that as long as his sons fought each other, they would be prone to difficulties throughout their lives. He thought long and hard over what he ought to do to make his sons learn the importance of unity. He called his sons to him one day and handed them each a stick, which he asked them to break. All the three sons snapped the sticks into two easily. The old man then handed each son a bundle of sticks tied together. He asked them to snap the bundle into two. All of them tried, but none could break the bundle. Angry and confused, they threw their bundles away and said, "How is it possible to break such a bundle in two? Individual sticks are easier, but bundles cannot be broken!" The old man laughed and beckoned his sons closer. Then he said, "My sons, you have realized the truth and yet you fail to see its importance. When the sticks were alone, anyone could easily break them, but once they were all united, it was impossible to break them in any way. Similarly, as long as you fight with each other, anybody can harm you, for individually, you will be at your weakest. But when you are together, united, no one can cause you any harm." The sons realized their mistake and they promised their father never to fight with each other again. Once again, peace was restored to their family. 7. How does the text structure in passage 2 contribute to the plot? The text structure shows the problems that are faced by people when they quarrel with each other and how they become vulnerable A. to the evils of the society. The text structure shows a sequence of events in the passage that starts with how the quarrels started between the sons and how B. these quarrels increased. The text structure shows the cause of concern the old man has toward his family and how this concern makes him teach his sons the C. value of being united. The text structure shows a description of the sons' lives from when they were young until old age and how the quarrels between them D. increase over the years.

Passage 1

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

Every student in Mrs. Baker's class was looking forward to going out and basking in the Sun on a pleasant afternoon. Jeremy, the baseball team captain, was the most enthusiastic of the lot. As soon as the school bell rang, Jeremy hooted and ran toward the cafeteria with a wide grin on his face. After grabbing a sandwich for lunch, Jeremy proceeded toward the locker room. Jeremy had to catch up with his team and practice before the finals. As the captain, Jeremy had planned the practice schedule for the whole week. As Jeremy dashed out of the cafeteria and walked toward the locker room, he came across Mrs. Dorothy, who was struggling to mow the front lawn of the school. Jeremy wanted to reach out to her and help her with the task, but he was already running late for the practice. Suddenly, a thought struck him, and he asked the whole team to gather near the front lawn of the school. Once the whole team gathered, Jeremy suggested that they would begin their regular practice differently. As part of their warm up ritual, everyone from the team would take turns to help Mrs. Dorothy mow the front lawn. In 45 minutes, the whole baseball team and Mrs. Dorothy had managed to mow the vast front lawn of Riverdale High School. We managed to finish our warm up ritual before the practice and helped Mrs. Dorothy too, Jeremy thought as he proudly watched his team cheering with joy.

Passage 2

Sara pinched herself to realize that she was not dreaming. Her initial shock slowly faded, and she squealed with joy. I can't believe this is going to be my own, Sara thought to herself as she walked toward her newly furnished room. The freshly painted white walls of Sara's room gave it a serene look. The white walls were decorated with Sara's childhood and family photographs. One wall sported a painting and a quote from Sara's favorite book. Next to that painting, there was a new bookshelf where Sara's books were stacked neatly. The room also had a small reading corner near the bookshelf, which had a "Do Not Disturb" sign. Sara's attention was caught by the new, handmade, colorful quilt on the bed that lay in the middle of the room. Sara got really emotional as she looked at the quilt. She turned toward Alyssa, her younger sister, and said, "This is the best homecoming surprise anyone could get." 8. How does the text structure in Passage 2 contribute to its meaning? A. The text structure in Passage 2 gives details about Sara's shocked reaction as she sees her newly furnished room.

B. The text structure in Passage 2 elaborates upon the efforts Alyssa takes to plan a surprise for Sara.

C. The text structure in Passage 2 gives the series of events that occurred while planning Sara's homecoming surprise.

D. The text structure in Passage 2 gives a description of Sara's newly furnished room, which was her homecoming surprise.

Passage 1 The Benefits of Local Recycling Programs Natural resources are getting exhausted faster than we are prepared for, especially with the boom in technology. It is clear by now that resources are not limitless and need to be used with caution. However, technology has also enabled us to come up with ways to recycle products that would have otherwise been sent to landfills and incinerators. Recycling is environment friendly and helps in protecting natural resources. Reusing waste materials turns out to be cheaper and helps in saving money. There are various local recycling programs that operate in the United States. These programs function at the state and neighborhood levels. In these programs, all recyclable products are collected and sent to a recovery facility, where they are processed. These products include plastic, batteries, household waste, and so on. After being processed, they are used to manufacture recycled goods. These recycling programs are also meant to generate awareness. They encourage people to buy goods that contain recycled materials. Recycled goods contain recyclable materials, which maintain the recycle loop. These programs have become popular as they are effective and accessible to most people. Passage 2 Scope for Improvement Recycling is an effective way to save resources that are depleting at a fast rate. Recycling has become extremely popular in the United States. Many programs have been initiated at local levels to ensure that everyday waste is managed and recycled so that environmental resources can be conserved. This waste includes items of daily use, such as plastic, egg cartons, glass, tires, and so on. These programs collect waste materials from people and sort them out. After this, the materials are taken to a recovery center, where they are processed and converted into recycled products. However, these recycling programs are new and face several problems. One limitation of these programs is that not all the recyclables are collected because the programs have limited means. This means that people from different communities and localities need to be aware of the materials that are collected in these recycling programs. Also, the price of the recycled products depends on the market. The cost of recycled products depends on the demand and supply of the products in the United States and in the world. As the demand for recycled products goes up, the prices increase, which makes these products costly and inaccessible to common people. Often, the recycled products do not necessarily contain recycled materials, making it difficult to maintain the chain of recycling while being cost effective. However, despite these limitations, these programs have been successful in generating awareness on recycling. 9. What piece of information from passage 2 is different from passage 1? A. Local programs are necessary to encourage recycling.

B. Not all recyclable products contain recycled materials.

C. Resources are getting exhausted faster than predicted.

D. Products made out of plastic are always recyclable.

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

Passage 1 Overfishing People through the centuries have looked to the rivers and oceans for food. However, by 2050, our rivers and oceans may no longer have enough fish to feed us. Statistics show that species such as tuna have declined to 10 percent of their population. The cause of declining fish populations is overfishing, which is a result of an increase in the demand for fish, and this in turn is due to the rise in human population. Another reason for declining fish populations is the modern technology used by commercial fisheries in recent times. For example, many shrimp boats use trawls or big nets. These trawls, when dragged across the ocean bed, catch shrimps as well as many other non-targeted fish. These fish, being of no use to the fishermen, are often discarded. In addition, when these trawls are dragged across the ocean bed, they destroy coral reefs and ocean bed habitats. Governments must curb overfishing to help safeguard the environment. They can do this by introducing stricter laws and no-fishing zones.

Passage 2 The Fishing Industry Fishing has been a primary occupation since time immemorial. In early times, people fished for personal consumption. Later, fishing became commercial. Even as long back as the 1200s, fishing resulted in a decline in river fish populations. People then turned to the seas for fishing. In modern times too, fish is very popular for its taste and nutritive value. An increasing demand for various species of fish has led to more fishing of different species. Some people are concerned about fishing affecting fish populations and the marine ecosystem. No doubt, there is a decline in some species. For instance, statistics show that the tuna population is down to 50 percent. However, this is due to greedy people who indulge in illegal fishing activities and unsustainable practices such dredging and drift nets, rather than an increase in demand because of the rising population. Fishing is a major industry that provides employment to many people. Putting curbs on fishing by introducing stricter laws or having quotas will only affect the economy negatively, and deprive people of their right to make an honest living. The best way to deal with reducing fish populations is for governments to come down heavily on illegal fishing. 10. What piece of information in passage 2 is different from passage 1? A. Fishing provides employment to many people.

B. Declining fish populations are due to illegal fishing.

C. Governments need to monitor fishing activities.

D. Fish populations have been reducing over time.

Passage 1

Oceans have provided people with food resources for thousands of years. However, we are in danger of losing these important resources. A 1996 study in the journal Science offers a scary prediction. According to the study, all the species we currently eat will have collapsed by the year 2048. True, the U.S. has taken certain steps to avoid overfishing. In 1976, our government passed the Magnuson Fishery Conservation and Management Act. This Act made it illegal for foreign fisheries to fish along our coast. It also defined limits for the size of fishing fleets and the number of allowable catches for individual fish species. Unfortunately, such rules are not enough. For one thing, they do not consider the nature of many fish like tuna, marlin, and shark. These fish are migratory, meaning they move from one place to another. Such fish may be protected in our waters, but as soon as they move into international waters, we lose control. For further proof that the Magnuson Act is not enough, one should consider that it is nearly impossible to catch one species without accidentally catching others. For example, when fishers cast their nets for one type of "bottom fish," such as cod, they cannot help but catch other bottom fish such as haddock or flounder. Finally, one must think about the simple fact that Earth's oceans are connected to one another. The loss of species in one ocean can have a negative impact on species in another ocean.

Passage 2

Finally, some good news for fish-lovers: all over the U.S., fish populations are on the rise. Thanks to the Magnuson Fishery Conservation and Management Act, we are making sure that future generations will be able to eat fish. Pay no attention to the predictions of overfishing and loss of species. Such predictions were based upon a false assumption. Researchers had supposed that a recent decline in catches was due to decreased fish populations. However, the opposite was true: the decline was due to the Magnuson Act, which limited the number of allowable catches each year. In other words, the decline shows that fishing regulations have been helpful. Since then, research has shown that populations of many fish species are actually growing. According to the recent NOAA Fish Stock Sustainability Index, only 24% of fish stocks around the U.S. are below acceptable levels. This is a huge improvement from the 1970s, and we owe the improvement to the Magnuson Act. On the West Coast, limits on the number of allowable catches have managed to increase fish populations. In fact, many species are not being caught at all. Because "bottom fish" are often caught in the same net, restrictions on catching one type of fish often restrict catching others. In the New England area, restrictions on cod fishing have made it difficult to catch haddock, and thus haddock populations are as high as ever. If anything, the Magnuson Act may be too strict. The act's regulations are tough on fisheries and on the land. After all, if the worldwide supply of fish decreases, the demand for chicken, beef, and pork will increase. Raising cattle and livestock takes an environmental toll, both in the natural resources that are required, as well as the increased use of pesticides. Thus, this author urges an increase, rather than a decrease, in fishing. At present, fishing would seem the most responsible (and healthy) way to provide our growing population with food. 11. Which statement from Passage 2 supports the idea that the majority of U.S. fish stocks are well-protected?

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

A. Such predictions were based upon an incorrect assumption that a recent decline in catches was due to decreased fish populations.

B. At present, fishing would seem the most responsible (and healthy) way to provide our growing population with food.

C. After all, if the worldwide supply of fish decreases, the demand for chicken, beef, and pork will increase.

D. According to the recent NOAA Fish Stock Sustainability Index, only 24% of fish stocks around the U.S. are below acceptable levels.

Passage 1

Passage 2

Manhattan Island is a part of New York City. It teems with people, pets, traffic, towering skyscrapers and 24-hour noise. A visitor only has to go a few blocks before recognizing famous landmarks, like the Guggenheim Museum or the stately lions guarding the entrance to the public library. The island, which looks out over the Atlantic Ocean, is home to Broadway and Wall Street. As the center of the financial and entertainment industries, it contains intoxicating promises of fame and fortune and attracts many people year after year, though few really make it to the top. Called the “Big Apple,” New York City is also known as the “Asphalt Jungle” due to its highly competitive nature. Anyone who can survive on this island can make it almost anywhere. 12. What contrast can be made between these two passages? A. One concerns public libraries; the other is about public beaches.

B. One is about saving animals; the other concerns saving people.

C. One is about fame and fortune; the other is about turtles.

D. One concerns a city; the other is about endangered islands.

Passage 1 The Crow and Pitcher

Passage 2 In Unity Is Strength

An old man had three sons, but no peace of mind. There was never a moment of peace in his house, since his sons spent all day fighting each other. They fought over property, land, belongings and all such matter, but they never paid any heed to the protests of their father. The old man was troubled to a great extent, for he realized that as long as his sons fought each other, they would be prone to difficulties throughout their lives. He thought long and hard over what he ought to do to make his sons learn the importance of unity. He called his sons to him one day and handed them each a stick, which he asked them to break. All the three sons snapped the sticks into two easily. The old man then handed each son a bundle of sticks tied together. He asked them to snap the bundle into two. All of them tried, but none could break the bundle. Angry and confused, they threw their bundles away and said, "How is it possible to break such a bundle in two? Individual sticks are easier, but bundles cannot be broken!" The old man laughed and beckoned his sons closer. Then he said, "My sons, you have realized the truth and yet you fail to see its importance. When the sticks were alone, anyone could easily break them, but once they were all united, it was impossible to break them in any way. Similarly, as long as you fight with each other, anybody can harm you, for individually, you will be at your weakest. But when you are together, united, no one can cause you any harm." The sons realized their mistake and they promised their father never to fight with each other again. Once again, peace was restored to their family. 13. How does the text structure in passage 1 contribute to the plot?

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want.

The text structure gives the problem of not being able to drink water from the pitcher because of the shape of the crow's beak and the A. solution of flying away defeated. The text structure shows the problem of keeping pitchers of water lying around from which birds can drink their fill and the solution of B. keeping the water level down. The text structure shows the crow's problem of not being able to drink water and his solution of using stones to bring the water level C. up. The text structure shows the problem of harsh summers on human beings and animals and the solution of keeping pitchers full of D. water outside the house for birds.

B. wisdom from experience

C. the importance of honesty

D. the negative impact of greed

Passage 1

Passage 2

Compare and Contrast (Read the following Lesson, and review Flashcards, before doing the Practice. You can also do this on Study Island; Jenny Manuel, 8th STEM.) Do as often as you want. caught at all. Because "bottom fish" are often caught in the same net, restrictions on catching one type of fish often restrict catching others. In the New England area, restrictions on cod fishing have made it difficult to catch haddock, and thus haddock populations are as high as ever. If anything, the Magnuson Act may be too strict. The act's regulations are tough on fisheries and on the land. After all, if the worldwide supply of fish decreases, the demand for chicken, beef, and pork will increase. Raising cattle and livestock takes an environmental toll, both in the natural resources that are required, as well as the increased use of pesticides. Thus, this author urges an increase, rather than a decrease, in fishing. At present, fishing would seem the most responsible (and healthy) way to provide our growing population with food. 15. Which statement from Passage 2 supports the conclusion that the Magnuson Act offers sufficient protection for multiple fish populations? Raising cattle and livestock takes an environmental toll, both in the natural resources that are required, as well as the increased use of A. pesticides.

B. After all, if the worldwide supply of fish decreases, the demand for chicken, beef, and pork will increase.

In the New England area, restrictions on cod fishing have made it difficult to catch haddock, and thus haddock populations are as high C. as ever.

D. Researchers had supposed that a recent decline in catches was due to decreased fish populations.