{{asɛmtiNe Ɔkyerɛwfo}} | Nhomakorabea | Nneɛma a ɛma wotumi yɛ ade

Ɛhia

1

Part A: What is one central idea of the article?

The Great Red Spot is the largest storm in the solar system.

Scientists believe the storm has already ended.

The Great Red Spot is shrinking rapidly.

Vertical winds may explain why the storm has lasted so long.

RI.7.2

Ɛhia

1

Part B: Which sentence from the text best supports the answer to Part A?

"Most studies predict it should have fizzled out ages ago."

"These gases then pick up energy from nearby jet streams..."

"Tornadoes are one example of vortices."

"Scientists still don’t know when it started."

RI.7.1

Ɛhia

1

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

a promising development

a scientific breakthrough

an unlikely theory

RI.7.3

Ɛhia

1

Choose the answer that fits in the blank. (of the Great Red Spot. The author supports this view by contrasting Marcus and Hassanzadeh’s new study to previous studies. The author explains that, unlike previous studies that produced results which , __________________________Marcus and Hassanzadeh’s).

are unsupported by the facts

liken Jupiter to other planets

have a long history

RI.7.3

Ɛhia

1

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

is considered reasonable by others

takes new factors into account

shows how the storm began

RI.7.3

Ɛhia

1

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

by explaining how scientists have tried to answer a difficult question about the storm

by comparing the storm to phenomena that have been observed elsewhere

by describing a timeline of scientists’ attempts to explain the storm

by offering details to support a main claim about the storm

RI.7.5

Ɛhia

1

Part B
Which two sentences best support the answer to Part A ?

“Its winds have churned at least since the storm was first observed.” (paragraph 1)

“He is a computational physicist at the University of California, Berkeley.” (paragraph 2)

“Their calculations may finally explain the spot’s longevity.” (paragraph 3)

“Saturn, Jupiter and Earth all have jet streams.” (paragraph 5)

“Previous studies have considered only winds that blow across the planet.” (paragraph 6)

RI.7.1

RI.7.5

Ɛhia

1

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.
Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

The author of “Hello from Jupiter! . . .” argues that the Great Red Spot is powered mainly by hydrogen and helium gases, while the author of “Jupiter’s Long-Lasting Storm” identifies contributions from other gases.

The author of “Hello from Jupiter! . . .” claims that the Great Red Spot results from intense radiation around the planet, while the author of “Jupiter’s Long-Lasting Storm” fails to take radiation into account.

The author of “Hello from Jupiter! . . .” states that the Great Red Spot is driven by winds that blow across the planet, while the author of “Jupiter’s Long-Lasting Storm” suggests that other winds contribute.

The author of “Hello from Jupiter! . . .” says that the Great Red Spot functions as hurricanes do on Earth, while the author of “Jupiter’s Long-Lasting Storm” maintains that it acts more like a tornado.

RI.7.9

Ɛhia

1

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?

paragraph 2

paragraph 3

paragraph 5

paragraph 6

RI.7.1

RI.7.9

Ɛhia

5

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Jupiter's Long Lasting Storm

Jupiter's Long Lasting Storm

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.
Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.
Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Jupiter's Long Lasting Storm

Jupiter's Long Lasting Storm

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’sargument in “Jupiter’s Long-Lasting Storm.”In the article, the author suggests that Marcus and Hassanzadeh’sstudy represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part AHow does the author structure “Jupiter’s Long-Lasting Storm”?

Part BWhich two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-LastingStorm”. Then answer the following questions.Part AHow does the explanation of the Great Red Spot provided in “Hello fromJupiter! . . .” differ from the explanation in “Jupiter’s Long-LastingStorm”?

Part BWhich paragraph from “Jupiter’s Long-Lasting Storm” provides evidencethat challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’sargument in “Jupiter’s Long-Lasting Storm.”In the article, the author suggests that Marcus and Hassanzadeh’sstudy represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part AHow does the author structure “Jupiter’s Long-Lasting Storm”?

Part BWhich two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-LastingStorm”. Then answer the following questions.Part AHow does the explanation of the Great Red Spot provided in “Hello fromJupiter! . . .” differ from the explanation in “Jupiter’s Long-LastingStorm”?

Part BWhich paragraph from “Jupiter’s Long-Lasting Storm” provides evidencethat challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.
Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.
Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?