Paired Passages- When the Earth Shakes by Patricia Lauber and Earthquake in
Japan from Achieve 3000
Lesson Notes
An electronic version of Earthquake in Japan can be found in the paired passages folder with these notes. Students can also complete the article in Achieve 3000.
Read this article before reading When the Earth Shakes.
Strategies and Literacy Focus: cause/effect, inferences, main idea and details, vocabulary
Teachers can find a copy of When the Earth Shakes in the 7 th grade literature book on page 435.
It is suggested that teachers use the Before You Read in the textbook when introducing the story. Before reading the story answer the question below.
Interpret and make a prediction based on the title. What will this story be about? Why? Explain.
Strategies and Literacy Focus: cause/effect, text structure, vocabulary
The questions below are for When the Earth Shakes and there are compare/contrast questions for both passages.

When the Earth Shakes by Patricia Lauber
1. Circle the two organizational patterns or text structures that are included in When
the Earth Shakes?
Process
Cause/effect
List
Comparison/contrast
Description
2. In paragraphs one and two, how does the author use setting to establish the mood? Give text based answers and explain.
3. What is the definition of tone? Where does the tone change? Write the sentence down and explain why the tone changes at this location.
4. What were some of the effects of the earthquakes?
5. In paragraph eight, how does imagery help the reader understand the effects of the earthquake? Give examples of descriptive language to support your answer.

6. Give two reasons why the destruction of the earthquake was so devastating.
Change to a TEI like item.
7. How did the earthquake change the landscape of Alaska? Give five examples.
1.
2.
3.
4.
5.
8. Why do earthquakes take place?
9. Why does the author provide the reader with a detailed description of the effects of the earthquake?
10.On page 42 in the right column, what is the meaning of the word landslides?

11. Crust, Core, and Mantle: Label the earth correctly.
12. What is the purpose of this article?
A. To inform the reader
B. Entertain the reader using suspenseful details
C. Persuade the reader to fear earthquakes
D. Tell a story of earthquakes
12. All of the following are causes of earthquakes except
A. rock in the mantle suddenly shifts or snaps
B. rocks in the crust suddenly shifts or breaks
C. stored up energy in the rock is released
D. oil wells drilled deep into the crust reach the rock
13. This article’s main purpose was to…
A. teach the reader about the causes of earthquakes
B. teach the reader about the effects of earthquakes
C. demonstrate the peaceful life of Alaska
D. show the reader the core is the most fragile part of the earth
14. The word observatories is derived from the word
A.
observe
B.
obtain
C.
conservation
D.
service

When the Earth Shakes and Earthquake in Japan
15. Based on When the Earth Shakes, what did the earthquake in Alaska in 1964 have in common with the earthquake in Japan in 2011 (Earthquake in Japan, Achieve
3000) have in common?
A.
Both reported the number of people who died.
B.
Both caused fires.
C.
Both triggered a
D.
16. Compare and contrast the information that is presented in When the Earth Shakes
with the information in Earthquake in Japan.
Both describe the devastati on where the earthqua ke took place.

When the Earth Shakes Answers by Patricia Lauber
1. Circle the two organizational patterns or text structures that are included in When
the Earth Shakes?
Process
Cause/effect
List
Comparison/contrast
Description
2. In paragraphs one and two, how does the author use setting to establish the mood? Give text based answers and explain.
The setting paints a picture of quietness, stillness and emptiness. It sets the tone of the destruction that will be established later in the passage.
3. What is the definition of tone? Where does the tone change? Write the sentence down and explain why the tone changes at this location.
Tone is the mood or attitude that the author has toward the topic or topic. The author uses word choice to help create the tone.
The tone changes at the first paragraph of page 437. By then, the earthquake had long since ended. The author switches from describing the destruction to explaining what happens to the earth during and after an earthquake.
4. What were some of the effects of the earthquakes?
It caused landslides and avalanches, destroyed buildings, bounced cars around, highways buckled, railroad tracks twisted, caused fires and flooding
5. In paragraph eight, how does imagery help the reader understand the effects of the earthquake? Give examples of descriptive language to support your answer.
The imagery helped the reader paint a picture of what happened. Examples of descriptive language includes automobiles bounced like rubber balls, chunks of
buildings crashed into the street, a movie theater dropped thirty feet, a flower
shop snapped in two.

6. Give two reasons why the destruction of the earthquake was so devastating.
It changed the landscape of Alaska.
It did so much damage to many areas of Alaska.
7. How did the earthquake change the landscape of Alaska? Give five examples.
1.
2.
3.
4.
5.
8. Why do earthquakes take place?
9. Why does the author provide the reader with a detailed description of the effects of the earthquake?
10.On page 42 in the right column, what is the meaning of the word landslides?

11. Crust, Core, and Mantle: Label the earth correctly.
12. What is the purpose of this article?
A. To inform the reader
B. Entertain the reader using suspenseful details
C. Persuade the reader to fear earthquakes
D. Tell a story of earthquakes
12. All of the following are causes of earthquakes except
A. rock in the mantle suddenly shifts or snaps
B. rocks in the crust suddenly shifts or breaks
C. stored up energy in the rock is released
D. oil wells drilled deep into the crust reach the rock
13. This article’s main purpose was to…
A. teach the reader about the causes of earthquakes
B. teach the reader about the effects of earthquakes
C. demonstrate the peaceful life of Alaska
D. show the reader the core is the most fragile part of the earth
14. The word observatories is derived from the word
E.
observe
F.
obtain
G.
conservation

H.
service
When the Earth Shakes and Earthquake in Japan
15. Based on When the Earth Shakes, what did the earthquake in Alaska in 1964 have in common with the earthquake in Japan in 2011 (Earthquake in Japan, Achieve
3000) have in common?
E.
Both reported the number of people who died.
F.
Both caused fires.
G.
Both triggered a
H.
16. Compare and contrast the information that is presented in When the Earth Shakes
with the information in Earthquake in Japan.
Both describe the devastati on where the earthqua ke took place.