TABLE OF CONTENTS

Page
2 Answer Key & Breakdown of Standards
3 Day 1 & 2
4 Day 3 & 4
5 Day 5
6 Digital Versions & Link
7 How to Use Google Forms
9 How to Use Easel by TPT

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Created by Custom Classroom by Angela Copyright © 2023

 Question Answer Key & Breakdown
Daily Reading Comprehension
Warm-up

Text Evidence
Day Genre Topic TEKS / CCSS Answer

1
Informational Author’s E1.R.8.A & E2.R.8.A / RI.9-10.6 1. B
Text Purpose
Text E1.R.5.C & E2.R.5.C / RI.9-10.1 2. B&D
Evidence

2
Poetry Text E1.R.5.C & E2.R.5.C / RI.9-10.1 3. C
Evidence
Mood E1.R.8.F & E2.R.8.F / RL.9-10.6 4. C

3
Argumentative Text E1.R.5.C & E2.R.5.C / RI.9-10.1 5. C
By Students Evidence
Claim E1.R.7.Ei & E2.R.7.Ei / RI.9-10.8 6. D

4
Fiction Text E1.R.5.C & E2.R.5.C / RL.9-10.1 7. C
Evidence
Word E1.R.2.B & E2.R.2.B / RL.9-10.4 8. A
Meaning
Character E1.R.6.B & E2.R.6.B / RL.9-10.3 9. D

5 Informational Text E1.R.5.C & E2.R.5.C / RI.9-10.1 10. A

Cross-Curricular Evidence
Science – Matter Inference E1.R.4.F & E2.R.4.F / RI.9-10.1 11. B
6.6(C) Text E1.R.5.C & E2.R.5.C / RI.9-10.1 12. D
Evidence
Key Idea E1.R.4.G & E2.R.4.G / RI.9-10.2 13. See
below.

13. The key idea of the article is what luster is and how it is different from color. The sentence
that best shows the key idea is, “For instance, polished specimens of chrome, steel, titanium,
copper, and brass all showcase metallic luster, alongside numerous other minerals.”

Created by Custom Classroom by Angela Copyright © 2023

Day 1: Text Evidence Name: Date:
Concerns with Cyberbullying This question has two parts. First,
Given the ubiquity of social, photographs, posts, and content answer Part A. Then answer Part B.
disseminated by individuals can frequently come under the scrutiny of
both unfamiliar onlookers and acquaintances alike. A The content one 1. Part A: Why did the
shares online, encompassing both personal expressions and any author write the article?
negative, derogatory, or injurious materials, engenders a quasi-
permanent public dossier documenting their perspectives, activities, A to argue against
and conduct. B This public dossier can be conceived as an online bullying
reputation, liable to scrutiny by educational institutions, employers,
colleges, and clubs in the present and future. C Cyberbullying B to explain all the
possesses the capacity to inflict harm upon the online reputations of all worries about
involved parties, extending beyond the victim to include the. D The cyberbullying
distinct characteristics of cyberbullying contribute to its potency:
1. Persistence: The advent of digital devices endows individuals with the
C to describe the
capability for round-the-clock, instantaneous communication, meaning of cyberbullying
rendering respite elusive for those ensnared in the clutches of D to share a student’s
cyberbullying.
experience with bullying
2. Permanence: The majority of electronically conveyed information
assumes a lasting and public status unless duly reported and deleted. A
negative online reputation, including for those who engage in bullying, 2. Part B: Select two
can exert negative effects on college admissions, employment details from the article
prospects, and other domains of life. that best support your
3. Elusiveness: The surreptitious nature of cyberbullying, often transpiring
answer in
beyond the purview of teachers and parents, renders its detection an
arduous task. Part A.
Article By: Lumen Learning (CC BY 4.0) https://courses.lumenlearning.com/atd-fscj-childpsychology/chapter/cyberbullying/

Created by Custom Classroom by Angela Copyright © 2023

Day 2: Text Evidence Name: Date:

Calmness Given By A Shell 3. Which stanza develops the
The hues of brown and white intertwine, speaker’s feeling that the shell
Eliciting memories of serene days divine. is connected to their history?
This shell's ivory radiance ignites,
Its colors are luminous, eclipsing sunrays' light.
A stanza 1
In its presence, tranquility takes hold, B stanza 2
Unlike the transient, it's a treasure to behold.
C stanza 3
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Cradled in your palm, it whispers serenity,

C
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Exuding an essence of liberated glee. D stanza 4

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This shell evokes my cherished past,

4. What mood best fits the
From the moment I embraced it, a spell was cast.
Unfolding its secrets, it graciously imparts, poem?
A priceless gift, not confined by market charts.
A whimsical
Its dimensions akin to an eye's delicate glance,
B happiness
Outside, a rough and spiky countenance.
Its design, an enigma, unattainable for a price, C peaceful
In the sand it resides, playing hide-and-seek with vice.
D hopeful
Discovered and treasured for what it embodies,
A liberated beauty that neither covets nor embodies.
Unperturbed, it remains, untouched by worldly fuss,
This shell, emancipated, unlike a captive bell's encrust.
Adapted from Poem By: Wendy (CC BY 4.0) Created by Custom Classroom by Angela Copyright © 2023
Day 3: Text Evidence Name: Date:
Warning Labels
5. Which detail from the
Obesity rates have been on the rise, prompting experts to essay supports the idea that
advocate for the implementation of warning labels on food warning labels may be
products containing high levels of sugar, salt, and fat. This
helpful?
approach has already been adopted by other countries.
Milci, an expert in food policy, asserts that warning labels on
unhealthy foods would be beneficial for individuals. She A companies deliberately
argues that companies deliberately design their packaging design their packaging
to attract attention and create the perception of healthiness, B create the perception of
often by using phrases like "all-natural."
healthiness
The introduction of warning labels in countries that have
adopted this measure has resulted in a decline in the C resulted in a decline in the
consumption of unhealthy foods. A Milci strongly believes consumption of unhealthy
that the presence of warning labels can enhance public foods
health safety and curb the consumption of such products. D individuals continue to
B However, I hold a different perspective. Personally, I am indulge in these habits
skeptical about the effectiveness of warning labels in
addressing this issue. C Despite being aware of the
detrimental effects of excessive soda or candy consumption, 6. Which sentence in the
individuals continue to indulge in these habits. essay best summarizes the
D In my view, the ultimate solution lies in our own hands; it is
crucial for us, as individuals, to take responsibility for our well- author’s main claim?
being and make conscious choices regarding our diet and
lifestyle. https://www.youthvoices.live/are-warning-labels-on-unhealthy-foods-a-good-idea2/
Essay By: Heidi (CC BY 4.0) – Some changes were made.

Created by Custom Classroom by Angela Copyright © 2023

Day 4: Text Evidence Name: Date:

Frankenstein
I suddenly beheld the figure of a man, at some
7. Which detail from the passage
distance, advancing towards me with
supports the idea that the narrator
superhuman speed. He bounded over the
feels responsible for creating a
crevices in the ice, among which I had walked
monster?
with caution; his stature, also, as he approached,
seemed to exceed that of man. I was troubled; a
mist came over my eyes, and I felt a faintness 8. As used in the passage, the
seize me, A but I was quickly restored by the cold word deprived means to
wind of the mountains. B I observed, as the shape (A be stripped, B be
came nearer (sight marvelous and hated!) C that apprehensive, C feel strongly,
it was the monster whom I had created. D I D perceive).
trembled with rage and horror, decided to wait
for his approach, and then close with him in 9. What feeling is shared by both
mortal combat. He approached; his expression characters in the passage?
showed suffering, combined with hate, while its
unearthly ugliness almost too horrible for human A resentment
eyes. But I scarcely observed this; rage and hatred B suffering
had at first deprived me of words, and I recovered
C repulsion
only to overwhelm him with words expressive of
furious hate. D hatred
From Frankenstein by: Mary Wollstonecraft Shelley (Some changes made.)

Created by Custom Classroom by Angela Copyright © 2023

Day 5: Text Evidence Name: Date:
Luster
Luster, a characteristic of minerals, is the manner in which their surfaces interact with light,
setting it apart from the concept of color. It is imperative to discern luster from color due to their
distinct physical properties. A Consider a mineral labeled as "shiny yellow," which encapsulates both
luster ("shiny") and color ("yellow"), denoting two separate attributes. B Within the realm of
mineralogy, several standardized terms are assigned to luster, such as metallic, glassy, pearly, silky,
greasy, and dull.
C Determining whether a mineral exhibits metallic luster often proves beneficial in preliminary
assessments. This classification signifies a sheen reminiscent of polished metal. D For instance, polished
specimens of chrome, steel, titanium, copper, and brass all showcase metallic luster alongside
numerous other minerals. Among the nonmetallic lusters, glassy luster reigns supreme as the most
prevalent, signifying a surface that reflects light akin to glass.
Pearly luster assumes significance in identifying feldspars, which represent a ubiquitous mineral
category. The term "pearly" alludes to a subtle interplay of iridescence or color that emerges when
light is reflected, reminiscent of the enchanting glow exhibited by pearls. Meanwhile,
silky luster implies a light-reflecting quality akin to the smooth sheen of silk fabric.
Greasy luster presents a resemblance to the gloss observed in solidified bacon
grease. In stark contrast, minerals displaying dull luster exhibit minimal light
reflection.
The ability to identify luster necessitates practice and familiarity. It is
imperative to consistently differentiate luster from color, as these aspects
offer valuable insights into the unique characteristics of minerals.

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C
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Adapted from Article By: Lumen Learning (CC BY 4.0)

fro
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https://courses.lumenlearning.com/geo/chapter/reading-physical-characteristics-of-minerals/

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10. Which fact found in the article supports the idea that luster is different than color?

This question has two parts. First, answer Part A. Then answer Part B.
11. Part A: After reading the article, the reader can conclude that -
A people often consider luster and color to be the same attribute
B identifying the luster of a mineral can be challenging
C scientists continue to learn more about luster
D locating and identifying metallic luster is rare

12. Part B: Which detail best supports your answer in Part A?

A silky luster implies a light-reflecting quality akin to the smooth sheen of silk fabric
B The term “pearly alludes to a subtle interplay of iridescence or color
C minerals displaying dull luster exhibit minimal light
D The ability to identify luster necessitates practice and familiarity.

13. What is the key idea of the article? Which sentence from the article best supports
this idea?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Created by Custom Classroom by Angela Copyright © 2023

Click the link below for the Google Forms version.

Text Evidence Warm-Up:

https://docs.google.com/forms/d/1VE47r0acx2KfluNIH5Yzk_iqCQFwTLdlJAYzawLxnOc/copy

The Easel version is closer to what students will see with

online testing since they can highlight, take notes, and
cross off incorrect answers.

To access the Easel version, Click “Easel by TPT” at the

top of the TPT homepage, then select “Go to Easel.”

If you have any questions, feel free to reach out.

Angela
[email protected]
Using Google Forms as Quizzes
See below for instructions for using Google Forms as Quizzes. I highly
recommend watching this video tutorial to get more familiar with
the process if you are new to Google Forms.

https://www.youtube.com/watch?v=cm3KyqbaMJA&t=360s

1. Once you click on the link you will be prompted to make a copy.
Select make a copy.

2. A copy of the Google Form will open and be added to your

Drive.

3. The resource is now yours to edit and use as you wish. You can
rename, change color, manipulate questions, change point values,
etc.

4. Hit send in the upper right corner to distribute to your students

through email.

5. Students will receive an email and all they need to do is hit Fill out
Form.

6. Students won’t get their scores until you release them.

7. To see the finished quizzes go back into the form in Google Drive.

8. Click Responses near the top to see the scores by individuals or as

a group (multiple choice questions are auto-graded).
*Short Answers – require teacher feedback - see next page*

10. Release scores to students.

11. Students will get an email with their score and be able to see
which ones they missed along with the correct answers.

12. Export scores if you would like.

How to grade short answer questions?

1. Click on Responses near the top.

2. Then click on Individual.

3. The multiple-choice questions will already be graded. All the short

answer questions will be in red with a red X until you read over them
and assign a point value. (You will see the point value blank.)

4. Read the student’s response. If they are completely correct

assign the maximum point value for that question. If they are
incorrect assign 0 points.

5. Save the changes you made. If you assigned the maximum point
value the questions will come up green. Any amount lower will
appear red.
How to Use Easel by TPT
To assign through Google Classroom:

•Click “Easel by TPT” at the top of the TPT homepage, then select “Go to
Easel.”

•From the “My Activities” page, click on the name of the activity to assign to
students.

•Click the “Assign to Students” button, or the “+New Assignment” button if

you’ve assigned the same activity before.

•Click on the Google Classroom icon below “Share on Google Classroom.”

•Sign into the Google Account associated with your Google Classroom.

•Name the assignment and post it to any of your Google Classroom classes.
Students will follow the link in their Google Classroom to the Easel Activity.

To assign through a shareable link, or if you use any other LMS (e.g. Canvas,
Schoology):

•Click “Easel by TPT” at the top of the TPT homepage, then select “Go to
Easel.”

•From the “My Activities” page, click on the name of the activity to assign to
students.

•Click the “Assign to Students” button, or the “+New Assignment” button if

you’ve assigned the same activity before.

•Click “Copy Link” to copy the shareable link to your clipboard.

• If it’s your first time sharing an Easel link, click “Generate Link” to first
verify your email address before you can get a shareable link.

•Paste the link into an assignment within your LMS or other means of
communication with your students. Before accessing their activity, students will
need to verify their school email address.
Directions
Use the highlighter tool to mark on the text.

Use the pen tool to bubble in your answer choice.

On some questions you will need to type in the text box to

answer the question.

Now read each passage carefully and answer the questions that follow.

Example:
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