Reading passage Grade 10 English Language Arts

The Night the Ice Storm Reached Marnwood's Water Plant

A grade 10 informational passage on a fictional plant's overnight power failure, the outage procedure its operators follow, and the careers that keep a system running.

Objectives

  1. Students will trace a written emergency procedure and identify the exception built into it.
  2. Students will infer why a utility writes decisions down instead of leaving them to judgment.
  3. Students will describe the range of roles and training paths that keep a water plant running.

Vocabulary

Clearwell
A clearwell is a large storage tank at a treatment plant that holds finished water right after it comes out of the filters. It gives the disinfectant enough time to work before the water is pumped out to homes and businesses.

Also: standby generator, transfer switch, distribution pressure, certification

Teacher overview

Water plants are built to keep running when the power stops, and the plan for that night is written down long before it is needed. This passage follows the operators at a fictional plant through an ice storm outage, from the first alarm to the moment the utility crews restore the line. It gives students a written procedure with a real exception to trace, and it introduces the mix of roles and training paths that a single overnight shift depends on.

Answer Key

  1. Answer: The plant transferred at 9:15, and the operator logged the time, then read and logged the clearwell level and the distribution pressure. The passage gives the logged transfer time and the second step of the procedure.
  2. Answer: The generator carries the high-service pumps, the disinfection feed, and the control system, while the sludge press, the shop, and half the yard lighting are shut down and wait. The passage explains that a standby generator is sized for what the plant cannot do without.
  3. Answer: Confirm the transfer switch and log the time; read and log the clearwell level and distribution pressure; shut down processes the generator cannot carry, in the panel's order; call the on-call supervisor, then the electric utility, then the county emergency office.
  4. Answer: Because the procedure's exception applies when the generator drops the load at any point, she was required to shut down the high-service pumps, notify the supervisor immediately, and hold the system on tank storage until the supervisor arrived. The passage explains that the decision was made in advance, in daylight and with an engineer present, so that a tired operator at midnight would not have to invent it.
  5. Answer: They told her the system was in good condition and had room to ride out the outage. The clearwell held eleven of sixteen feet of treated water, and pressure at 42 psi sat well above the 20 psi minimum that state rules require.
  6. Answer: The night operator, who completed a two-year technical program and holds a state license; the maintenance mechanic, who started after high school and trained on the job; and the supervisor, who holds an engineering degree. The passage names the electric utility line crew as the fourth job but does not state its training.
  7. Answer: Answers will vary. A proficient response should draw on the exception's stated rationale, on the ordered shutdown that keeps essential equipment powered, and on the sequence of calls, and should argue that a written procedure produces consistent decisions under fatigue and time pressure rather than substituting for skill.

Differentiation

Support

Provide the outage procedure as a separate half-page card with the exception boxed, and give students a blank timeline with the passage's five clock times (9:14, 9:15, 11:40, 12:20, and 3:52) already marked for them to fill in as they read. Allow questions 1 through 3 to be answered with short phrases.

Extension

Ask students to write the plant's procedure for a different emergency, such as a chemical feed pump that fails while the plant is on generator power, including one exception written in the same style as the original, then explain in a short note why that exception belongs there.

ELL supports

Pre-teach "standby generator," "transfer switch," "clearwell," "distribution pressure," and "on-call" with a simple labeled diagram of the plant showing where each one sits. Provide a word bank for question 6 listing the four jobs and the three training paths the passage names for students to match before writing.

Extensions

Have students interview an adult who has worked an overnight or on-call shift in any field about a written procedure that person is required to follow, then write a short comparison of that procedure and Marnwood's, focusing on what each one takes out of the worker's hands and why.