What Happened During the Ice Storm Analysis Quiz

How does the setting of the ice storm influence the theme of the story?

• It highlights the resilience of nature despite human interference.

• It illustrates the joy and beauty of wintertime.

• It showcases the technological advancements of rural communities.

• It demonstrates the power of natural forces and human vulnerability.

Tags

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.11-12.3

How does Jim Heynen build suspense in 'What Happened During the Ice Storm'?

• By detailing the warmth and safety of the boys' home.

• By emphasizing the boys' laughter and playful behavior.

• By showing the quick resolution of the boys' actions.

• By describing the boys' slow, careful movements towards the pheasants.

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Which detail best illustrates how the boys change throughout the story?

• Their initial excitement about the ice storm.

• Their return to the house after covering the pheasants.

• Their observation of the ice-covered landscape.

• Their decision to cover the pheasants with their coats.

Tags

CCSS.RL.8.1

CCSS.RL.9-10.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.1

Which description best helps the reader visualize the setting?

• Farmers moved their livestock into the barns.

• The boys slid their feet along slowly, trying not to break the ice.

• The grass seeds looked like little yolks inside gelatin whites.

• Tree branches glistened like glass. Then broke like glass.

Tags

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.11-12.3

How do the boys' intentions differ from the farmers' intentions regarding the pheasants?

• The boys want to eat the pheasants, while the farmers want to save them.

• Both the boys and farmers aim to protect the pheasants from the ice storm.

• The boys are indifferent to the pheasants, while the farmers show concern.

• The boys intend to save the pheasants, while the farmers intend to harvest them.

Tags

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.11-12.9

Combine the following ideas into one longer complex sentence: The sense of danger to the pheasants gradually builds because of the intensity of the ice storm. The sense of danger to the pheasants gradually builds because of the vulnerability of the pheasants. The sense of danger to the pheasants gradually builds because of the uncertainty of the boys’ actions.

• The sense of danger to the pheasants gradually builds because of the ice storm, the pheasants’ vulnerability, and the boys’ actions.

• The danger to the pheasants builds because of the storm's intensity and the boys' actions.

• The pheasants are in danger because of the ice storm and the boys' uncertainty.

• The sense of danger to the pheasants gradually builds because of the intensity of the ice storm, the vulnerability of the pheasants, and the uncertainty of the boys’ actions.

Tags

CCSS.RL.8.1

CCSS.RI.8.1

CCSS.RI.7.8

CCSS.RI.8.8

CCSS.RL.9-10.1

In the sentence, 'The boys stood still in the icy rain. Their breath came out in slow puffs of steam,' what does the phrase 'slow puffs of steam' imply?

• The boys are calm and relaxed.

• The boys are tired from running.

• The boys are scared and nervous.

• The boys are cold and breathing slowly.

Tags

CCSS.RL.8.1

CCSS.RI.8.1

CCSS.RL.9-10.2

CCSS.RI. 9-10.1

CCSS.RL.7.2

What is most likely Jim Heynen’s purpose for including the detail about the boys covering the pheasants with their coats?

• To show the boys’ resourcefulness in a crisis.

• To demonstrate the boys' misunderstanding of the pheasants' needs.

• To emphasize the boys' desire to return home.

• To highlight the boys’ compassion for the pheasants.

Tags

CCSS.RL.8.1

CCSS.RI.8.1

CCSS.RL.9-10.2

CCSS.RI. 9-10.1

CCSS.RI.7.1

How does the author link the boys and the pheasants in paragraph 3?

• By showing both as enjoying the ice storm.

• By depicting both as searching for food.

• By illustrating both as being part of the natural landscape.

• By describing both as being cold and vulnerable.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Which phrase best captures the tone of the story as the boys stand over the pheasants?

• The boys slid their feet along slowly, trying not to break the ice.

• Their breath came out in slow puffs of steam.

• Things around them were shining and dripping with icy rain.

• They stood over the pheasants, turning their own heads, looking at each other, each expecting the other to do something.

Tags

CCSS.RL.11-12.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4