Overview

Lesson Procedure

55-65 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "Say the sentence 'Oh, great, we have a test today' two ways: once as if you are thrilled, and once as if you are not. The words did not change. What did?"

   Have two or three volunteers say the sentence both ways. List on the board what changed: speed, loudness, pauses, which word was stressed, the look on the speaker's face. Tell students that these choices are called delivery: how words are spoken, not which words are used. Then ask: if you only read the sentence on paper, which meaning would you pick, and why? Explain that RI.7.7 asks students to compare a text with an audio, video or multimedia version of the same text, and to notice how each version changes the way the subject comes across.

2. Direct Instruction15 minutes

   Teach the terms and leave them on the board:

   • Medium (plural media): the form a text comes in. A print text is words on a page. An audio version is the text in sound, such as a recording. A video version has moving pictures and sound. A multimedia version mixes several forms, such as text, pictures, sound, maps and buttons a visitor can click.
   • Version: the same text presented again, whole or in part, sometimes with changes.
   • Compare: tell how two things are alike. Contrast: tell how they are different.
   • Portrayal: the way a text or version presents its subject, and what that makes the subject seem like (brave, sad, dangerous, funny). The subject is the person, event or idea the text is about.
   • Delivery: how a speaker says the words: pace (speed), pauses (silences), volume (loudness), tone (the feeling in the voice) and emphasis (extra force on a word).
   • Impact: the effect the words have on the audience.

   What to notice in each medium

   Medium	Questions to ask
   Print text	What do the words alone say? What must the reader imagine: sound, tone, setting?
   Audio	How are the words delivered? What sounds or music are added? Is anything cut?
   Video	What do the pictures show? Are scenes acted out? Does the music tell viewers how to feel?
   Multimedia	What can the audience click, drag or play? What is added, left out or mixed from other times?
   Every version	Does it keep the facts of the text? How does it portray the subject compared with the text?

   Introduce the text. On February 11, 1861, Abraham Lincoln left Springfield, Illinois, where he had lived and worked for many years, to travel by train to Washington, D.C., and become president. Seven Southern states had already declared that they were leaving the Union. Standing on the train, he spoke a few words to the neighbors who had come to see him off. Lincoln married in Springfield, and his son Eddie died there in 1850, before his fourth birthday. Words to know: oppressive (heavy, crushing), the most cherished ties of earth were assumed (the closest bonds of his life were formed, such as his marriage), checkered (full of good and bad times), assume a task (take on a job), devolved upon (fell to), prevail (win out), forsake (abandon), commend (hand over to someone's care) and invoke (call on, pray for). Lincoln spoke without a written text, and the newspapers and books that printed the speech afterward give it in different wordings; Passage 1 is the version printed in a 1905 edition of his writings, and both recordings in Passage 2 use it. Read Passage 1 aloud without expression, as flatly as you can. Then read Passage 2, which describes two recordings of the same speech, invented for this page.

   1MY FRIENDS:--One who has never been placed in a like position cannot understand my feelings at this hour, nor the oppressive sadness I feel at this parting. For more than twenty-five years I have lived among you, and during all that time I have received nothing but kindness at your hands. Here the most cherished ties of earth were assumed. Here my children were born, and here one of them lies buried. To you, my friends, I owe all that I have, all that I am. All the strange checkered past seems to crowd upon my mind. To-day I leave you. I go to assume a task more difficult than that which devolved upon General Washington. Unless the great God who assisted him shall be with and aid me I cannot prevail; but if the same almighty arm that directed and protected him shall guide and support me I shall not fail; I shall succeed. Let us pray that the God of our fathers may not forsake us now. To Him I commend you all. Permit me to ask that with equal sincerity and faith you will all invoke His wisdom and goodness for me.

   2With these words I must leave you; for how long I know not. Friends, one and all, I must now wish you an affectionate farewell.

   1Recording A comes from the audio tour of a history museum. The speech takes 2 minutes and 5 seconds. Before the actor speaks, listeners hear rain falling on a wooden roof and a steam engine hissing. There is no music and no narrator.

   2The actor speaks slowly and quietly, as if he were talking to neighbors standing close to him. After "Here my children were born," he stops for about three seconds. His voice drops almost to a whisper for "and here one of them lies buried."

   3He speaks faster and louder for "I go to assume a task more difficult than that which devolved upon General Washington." At "I shall not fail; I shall succeed," his voice is firm but not loud. On "for how long I know not," his voice seems to catch, and he takes a breath before going on. The recording ends with a train whistle, then silence.

   4Recording B comes from a radio drama about Lincoln's life. The speech takes 1 minute and 30 seconds. A narrator begins: "Springfield, Illinois. The President-elect says goodbye." A brass band plays softly under the whole speech.

   5The actor speaks loudly and quickly, like a politician at a campaign rally, and his voice stays strong from beginning to end. The sentence "All the strange checkered past seems to crowd upon my mind" is left out. A crowd cheers after "I shall succeed," and cheers again at the end.

   6When the speech is over, the band grows louder, and the narrator says: "And with those words, Abraham Lincoln rode off to save the Union."

   7Neither recording uses Lincoln's own voice, because no recording of Lincoln's voice exists. Both actors read from the version of the speech printed in Passage 1.

   • Compare: what the text and Recording A share

     Passage 2 says both actors "read from the version of the speech printed in Passage 1," and Recording A leaves nothing out. How are the printed speech and Recording A alike in the way they present Lincoln's goodbye?

     Result: Both present the goodbye through the same words in the same order, from the opening sadness to the "affectionate farewell." In both, Lincoln tells his neighbors, "To you, my friends, I owe all that I have, all that I am" (Passage 1, paragraph 1), so both portray a man who feels deeply in debt to the town. Recording A adds sound, but it adds no new claims and removes none, so a reader and a listener meet the same ideas.

   • Contrast: what Recording B cuts and adds

     Recording B leaves out "All the strange checkered past seems to crowd upon my mind" and opens with a narrator: "Springfield, Illinois. The President-elect says goodbye." How does Recording B differ from the printed speech?

     Result: The cut removes the one sentence where Lincoln looks back over a life of good and bad times, a private, mixed feeling. The narrator's opening adds a frame the text does not have: before Lincoln says a word, listeners are told this is an official event starring "The President-elect," not a neighbor talking to friends. Recording B is shorter and more formal than the printed speech.

   • Delivery: a pause and a whisper

     In Recording A, "After 'Here my children were born,' he stops for about three seconds. His voice drops almost to a whisper for 'and here one of them lies buried.'" How does this delivery affect the impact of the words?

     Result: In print, the sentence "Here my children were born, and here one of them lies buried" goes by in a moment, and a reader may not stop at all. The pause splits the happy half from the sad half, and the whisper makes the second half sound like grief shared with close friends. The delivery makes the loss of his son hit the audience harder than the printed words alone.

   • Delivery: a voice that works against the words

     In Recording B, "The actor speaks loudly and quickly, like a politician at a campaign rally, and his voice stays strong from beginning to end." The first sentence of the speech speaks of "the oppressive sadness I feel at this parting." What happens to the impact of that sentence?

     Result: The words say Lincoln is weighed down by sadness, but a loud, quick, strong voice sounds confident and excited. The listener hears confidence, so the sadness in the words is easy to miss. The same words have a weaker emotional impact in Recording B than in print, where nothing competes with them.

   • Analyzing each medium's portrayal

     Put the three versions side by side. How does each one portray the subject, Lincoln's farewell to Springfield?

     Result: The printed speech has only words, so its portrayal comes from what they say: a humble man who asks his neighbors to pray for him ("you will all invoke His wisdom and goodness for me"). Recording A adds sound effects and a quiet voice, and portrays a private, grieving goodbye. Recording B adds a band, a narrator and cheering, and portrays a public, confident send-off. Recording A stays close to the portrayal in the words; Recording B changes it.

   Keep, change, effect. Show Diagram 1, a delivery map of Recording A drawn to scale, and model three moves with the examples: find what the version keeps from the text (compare); find what it cuts, adds or delivers differently (contrast); explain what each difference does to the portrayal of the subject (analyze). Give students a frame: "Both the text and the version ___. But the version ___, while the text ___. Because of this, the text makes [the subject] seem ___, and the version makes it seem ___."

3. Guided Practice15 minutes

   Introduce the text. In 1869, John Wesley Powell, a geologist (a scientist who studies rocks and the earth) who had lost his right arm below the elbow in the Civil War, led a small group of men in wooden boats down the Colorado River, making the first recorded trip by boat through the Grand Canyon. Powell wrote his account later from his journal, in the present tense, as if he were keeping a diary. Passage 3 is his entry for August 13, the day the party entered the Grand Canyon itself. Words to know: chafe (rub), buoyant (floating easily), rations (food supplies), resifted (sifted again), portage (carrying the boats and supplies around a rapid on land), insignificance (seeming unimportant), puny (small and weak), pigmies (an old word the author uses to mean tiny people; see the teacher note in Closure), beset (crowd around, trouble), conjecture (guess), jests are bandied about (jokes are passed back and forth), somber (gloomy), ghastly (horrible) and misgiving (doubt). Then read Passage 4, an interactive museum feature about the same day, invented for this page. Interactive means the visitor clicks, drags or scrolls to control what appears.

   1AUGUST 13.--We are now ready to start on our way down the Great Unknown. Our boats, tied to a common, stake, chafe each other as they are tossed by the fretful river. They ride high and buoyant, for their loads are lighter than we could desire. We have but a month's rations remaining. The flour has been resifted through the mosquito-net sieve; the spoiled bacon has been dried and the worst of it boiled; the few pounds of dried apples have been spread in the sun and reshrunken to their normal bulk. The sugar has all melted and gone on its way down the river. But we have a large sack of coffee. The lightening of the boats has this advantage: they will ride the waves better and we shall have but little to carry when we make a portage.

   2We are three quarters of a mile in the depths of the earth, and the great river shrinks into insignificance as it dashes its angry waves against the walls and cliffs that rise to the world above; the waves are but puny ripples, and we but pigmies, running up and down the sands or lost among the boulders.

   3We have an unknown distance yet to run, an unknown river to explore. What falls there are, we know not; what rocks beset the channel, we know not; what walls rise over the river, we know not. Ah, well! we may conjecture many things. The men talk as cheerfully as ever; jests are bandied about freely this morning; but to me the cheer is somber and the jests are ghastly.

   4With some eagerness and some anxiety and some misgiving we enter the canyon below and are carried along by the swift water through walls which rise from its very edge. [...]

   1Opening screen. A drone video, filmed in the Grand Canyon today, glides between red cliffs above a brown river. White words appear over it: "August 13, 1869. Nine men. Three boats. One unknown river." Soft guitar music plays. A button says "Begin the journey."

   2Screen 1: The boats. Powell's first paragraph appears one sentence at a time as the visitor scrolls down. Beside it, a photograph shows a wooden boat that a museum built to match Powell's boats. Visitors can click the words "flour," "bacon," "apples" and "coffee" to see a drawing of each food. A counter in the corner reads "Rations left: about 30 days."

   3Screen 2: The depths. A cross-section drawing shows the canyon walls rising on both sides of the river. A tiny boat sits at the bottom, and an arrow beside the wall is labeled "three quarters of a mile." Visitors drag a slider to make the walls grow from the river up to the rim.

   4Screen 3: The unknown. A speaker button plays an actor reading the first two sentences of Powell's third paragraph over the roar of rushing water. The actor reads the words "we know not" louder each time. The rest of the paragraph, about the men's jokes and Powell's own dark mood, is not read aloud and does not appear on the screen.

   5Screen 4: The map. A map traces the river through the canyon, with a dot for each camp. Clicking a dot shows the date and a short caption. The last caption says that on August 28, three of the men left the river to climb out of the canyon, and that they were never seen again.

   6Photo gallery. Eight black-and-white photographs show the canyon walls and men in wooden boats. A line in small print under the gallery says: "Photographs from Powell's second expedition, 1871-1872. No photographs were taken on the 1869 trip."

   Pairs fill in Diagram 2 for Passages 3 and 4, then answer the three questions below and share. Teacher notes:

   1. The depths. Compare Screen 2 with Powell's second paragraph. Teacher note: both give the same depth, "three quarters of a mile." They contrast in portrayal: Powell measures the depth against the men themselves ("the waves are but puny ripples, and we but pigmies"), so the reader feels how small the party is, while the cross-section and slider turn the depth into a picture and a number that the visitor controls.
   2. What Screen 3 leaves out. What happens to Powell's third paragraph? Teacher note: the feature drops "the men's jokes and Powell's own dark mood." In the text, the men are cheerful but "to me the cheer is somber and the jests are ghastly," so Powell portrays himself as a leader hiding his fear. Without those words, the feature portrays only an exciting adventure.
   3. The photo gallery. What should a careful visitor notice? Teacher note: the pictures look as if they show the day in Passage 3, but the small print says they are from a later trip and that "No photographs were taken on the 1869 trip." A multimedia version can mix material from different times; the text is one writer's account of one day.
4. Independent Practice15 minutes

   Introduce the text. In June 1928, Amelia Earhart crossed the Atlantic Ocean in the Friendship, a three-engine seaplane (an airplane that lands on water on floats), becoming the first woman to cross the Atlantic by air. She flew as a passenger and kept the flight's log (its written record). The pilot was Wilmer Stultz, called Bill, and the mechanic was Louis Gordon, called Slim. They took off from Trepassey, Newfoundland, on June 17. Passage 5 comes from the book Earhart published that same year. Words to know: ceiling (the height of the lowest clouds), altitude (height above the ground or sea), paralleled (ran alongside), nebulous (hazy, unclear), buoy (a floating marker anchored in place), taxied (moved slowly along the water), fuselage (the body of an airplane) and plane liner (an airliner). Students read Passage 5 and Passage 6, a documentary video about the same moment, invented for this page, and answer the quiz with Passages 1-6 open. They may fill in a fresh copy of Diagram 2 first.

   1We could see only a few miles of water, which melted into the greyness on all sides. The ceiling was so low we could fly at an altitude of only 500 feet. As we moved, our miniature world of visibility, bounded by its walls of mist, moved with us. Half an hour later into it suddenly swam a fishing vessel. In a matter of minutes a fleet of small craft, probably fishing vessels, were almost below us. Happily their course paralleled ours. Although the gasoline in the tanks was vanishing fast, we began to feel land—some land—must be near. It might not be Ireland, but any land would do just then.

   2Bill, of course, was at the controls. Slim, gnawing a sandwich, sat beside him, when out of the mists there grew a blue shadow, in appearance no more solid than hundreds of other nebulous “landscapes” we had sighted before. For a while Slim studied it, then turned and called Bill’s attention to it.

   3It was land!

   4I think Slim yelled. I know the sandwich went flying out the window. Bill permitted himself a smile.

   5Soon several islands came into view, and then a coast line. From it we could not determine our position, the visibility was so poor. For some time we cruised along the edge of what we thought was typical English countryside.

   6With the gas remaining, we worked along as far as safety allowed. Bill decided to land. After circling a factory town he picked out the likeliest looking stretch and brought the Friendship down in it. The only thing to tie to was a buoy some distance away and to it we taxied.

   7There at Burry Port, Wales—we learned its name later—on the morning of June 18, we opened the door of the fuselage and looked out upon what we could see of the British Isles through the rain. For Bill and Slim and me it was an introduction to the Old World. Curiously, the first crossing of the Atlantic for all of us was in the Friendship. None that may follow can have the quality of this initial voyage. Although we all hope to be able to cross by plane again, we have visions of doing so in a trans-Atlantic plane liner.

   1Shot 1 (0:00-0:30). Picture: gray fog seen through the window of an airplane cabin. Sound: the steady drone of three engines. On-screen text: "June 18, 1928. Somewhere over the Atlantic." Narrator: "After almost twenty hours in the air, the crew of the Friendship did not know where they were."

   2Shot 2 (0:30-1:10). Picture: a close-up of a fuel gauge, its needle sinking toward empty. Sound: a clock ticks, louder and louder, over low, tense music. On-screen text: "One hour of fuel left."

   3Shot 3 (1:10-2:00). Picture: a reenactment. An actress playing Amelia Earhart grips the controls and steers the plane down through the clouds. The actors playing Bill and Slim sit behind her, looking worried. The word "Dramatization" appears in one corner for two seconds.

   4Shot 4 (2:00-2:40). Picture: fishing boats appear on the gray water below, then a dark coastline. The actress points and shouts, "Land!" The actor playing Slim tosses his sandwich into the air, and a cartoon "boing" sound plays as it flies out the window. The music turns bright and cheerful.

   5Shot 5 (2:40-3:20). Picture: an animated map. A red line runs from Trepassey, Newfoundland, across the ocean to Burry Port, Wales. A clock beside the line counts up to "20 hours 40 minutes."

   6Shot 6 (3:20-4:00). Picture: black-and-white photographs of cheering crowds in Wales. Narrator: "Amelia Earhart had become the first woman to cross the Atlantic by air. Soon her name was known around the world." For three seconds, small words appear at the bottom of the screen: "Earhart flew as a passenger. The pilot was Wilmer Stultz."

5. Closure5-10 minutes

   Exit ticket: (1) Name one thing a version kept from its text and one thing it changed, from any pair of passages. (2) Finish the sentence: "The same words can have a different impact in a recording because ___."

   Teacher note on the sources and the facts. Passages 2, 4, 6 and 8 are invented for this page: the recordings, the museum feature, the documentary and the stage video do not exist, and the actors are imaginary. The facts they mention are real: no recording of Lincoln's voice exists; Powell's party of nine men in three boats entered the Grand Canyon on August 13, 1869, and on August 28 three men left the river and were never seen again; the photographs of Powell's trips come from his second expedition of 1871-1872; the Friendship flew from Trepassey, Newfoundland, to Burry Port, Wales, in 20 hours and 40 minutes, with Wilmer Stultz as pilot; and Mark Twain gave the toast "The Babies" in Chicago in November 1879, at a banquet for General Grant. Lincoln never came back to Springfield alive: he was buried there in 1865. On the wording of Passage 1: Lincoln spoke without notes, and reporters printed different versions of what he said. Passage 1 follows the 1905 Constitutional Edition of his writings, edited by Arthur Brooks Lapsley. The best-known version, the one in the Collected Works of Abraham Lincoln (edited by Roy P. Basler), is a text Lincoln wrote out afterward; it begins "My friends, No one, not in my situation, can appreciate my feeling of sadness at this parting." If students find that version online, explain that its words differ, and that every question on this page uses Passage 1. Passage 1 speaks of God and prayer, as speeches of its time often did. On dated language: in Passage 3, Powell uses "pigmies" to mean tiny people. The word began as the name of tiny people in ancient Greek legends and was later used by Europeans for some peoples of central Africa, so many readers today find it offensive when it is used for people. Name that plainly if students ask, and keep the focus on Powell's comparison of the men with the size of the canyon.

   For homework: students read Passage 7, the last part of Mark Twain's toast "The Babies," and Passage 8, a video of an actor performing it on stage, invented for this page. A toast is a short speech at a dinner, before the guests drink in honor of someone or something. In November 1879, veterans of the Army of the Tennessee, who had fought under Ulysses S. Grant in the Civil War, held a banquet for him in Chicago; Grant had been president from 1869 to 1877. Twain was given the toast "The Babies," and he spoke directly to the old soldiers. Words to know: toast-master (the person who announces the toasts), schooner of State (the nation, pictured as a sailing ship), leviathan (a giant sea creature; here, something huge), Great Eastern (the largest steamship of its time), Farragut (David Farragut, a famous Union admiral), unarticulated (not put into words), profanity (swearing), languid (weak, lazy), wet-nurse (a woman hired to feed another family's baby), office-seekers (people who ask a president for government jobs), illustrious (famous and admired) and prophecy (a sign of what is to come). Twain later wrote to a friend that the toast had made Grant laugh.

   1Yes, it was high time for a toast-master to recognize the importance of the babies. Think what is in store for the present crop! Fifty years from now we shall all be dead, I trust, and then this flag, if it still survive (and let us hope it may), will be floating over a Republic numbering 200,000,000 souls, according to the settled laws of our increase. Our present schooner of State will have grown into a political leviathan—a Great Eastern. The cradled babies of to-day will be on deck. Let them be well trained, for we are going to leave a big contract on their hands. Among the three or four million cradles now rocking in the land are some which this nation would preserve for ages as sacred things, if we could know which ones they are. In one of these cradles the unconscious Farragut of the future is at this moment teething—think of it! and putting in a world of dead earnest, unarticulated, but perfectly justifiable profanity over it, too. In another the future renowned astronomer is blinking at the shining Milky Way with but a languid interest poor little chap!—and wondering what has become of that other one they call the wet-nurse. In another the future great historian is lying—and doubtless will continue to lie until his earthly mission is ended. In another the future President is busying himself with no profounder problem of state than what the mischief has become of his hair so early; and in a mighty array of other cradles there are now some 60,000 future office-seekers, getting ready to furnish him occasion to grapple with that same old problem a second time. And in still one more cradle, some where under the flag, the future illustrious commander-in-chief of the American armies is so little burdened with his approaching grandeurs and responsibilities as to be giving his whole strategic mind at this moment to trying to find out some way to get his big toe into his mouth—an achievement which, meaning no disrespect, the illustrious guest of this evening turned his entire attention to some fifty-six years ago; and if the child is but a prophecy of the man, there are mighty few who will doubt that he succeeded.

   1The video is 3 minutes and 10 seconds long. It was filmed in a small theater set up to look like a hotel banquet hall in 1879, with long tables, candles and flags. A title card at the start reads: "Chicago, November 1879. A banquet for General Ulysses S. Grant. Mark Twain gives the fifteenth toast."

   2The actor playing Mark Twain has bushy gray hair and a thick mustache. He speaks in a slow drawl and hardly smiles, even when the audience laughs. Before each joke, he waits. He stops for about two seconds after "the future great historian is lying," raises one eyebrow, and only then adds, "and doubtless will continue to lie until his earthly mission is ended."

   3The camera often cuts to an actor playing General Grant at the head table. For most of the toast, Grant sits still with a serious face.

   4The video leaves some sentences out. After "Think what is in store for the present crop!" the actor goes straight to "The cradled babies of to-day will be on deck." The sentences about the flag, the 200,000,000 people and the "schooner of State" are not spoken, and neither is the joke about the wet-nurse.

   5Near the end, the actor slows down even more. He speaks the words about the future commander-in-chief softly, as if telling a secret, and turns toward Grant just before "to get his big toe into his mouth." Then he waits almost five seconds before the last words: "and if the child is but a prophecy of the man, there are mighty few who will doubt that he succeeded." The actor playing Grant bursts out laughing, and the audience in the theater claps and cheers.

   6Captions are available in English.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which of these is an audio version of a text?

   AA photograph of the author printed on the back cover of the book BA recording of an actor reading the whole article aloud CA second article on the same topic, written by a different reporter DA printed summary of the article that lists its five main points

2. Question 2 of 20 · Multiple Choice

   In the standard's example, "the delivery of a speech" means

   Athe words and sentences the speaker chose when writing the speech Bthe date and the place where the speech was first given Chow the speaker says the words: pace, pauses, volume and tone Dthe number of people who heard the speech in person

3. Question 3 of 20 · Multiple Choice

   To analyze each medium's portrayal of the subject, a student asks

   Awhich version was made first, and which person or company made it Bwhich version takes more time to read, watch or listen to Cwhich version the student enjoyed more and would recommend to a friend Dhow each version presents the subject and what that makes it seem like

4. Question 4 of 20 · Multiple Choice

   Passage 2: before the actor speaks in Recording A, listeners hear rain on a wooden roof and a steam engine hissing. What do these sounds add that the printed speech does not give?

   AThey set the scene of a rainy train station, so the goodbye feels real BThey prove that Recording A uses Lincoln's own voice, recorded at the station in 1861 CThey take the place of the speech's opening words, which Recording A leaves out DThey show that the crowd was cheering loudly before Lincoln began to speak

5. Question 5 of 20 · Multiple Choice

   Passage 2: in Recording A, the actor's voice "seems to catch" on "for how long I know not," and he takes a breath before going on. What does this delivery emphasize?

   AThat Lincoln is angry at his neighbors for making him leave BThat Lincoln does not know if he will ever come home CThat Lincoln is certain he will be back within a few months DThat Lincoln has forgotten the next words of his own speech

6. Question 6 of 20 · Multiple Choice

   Passage 2: Recording A speeds up and grows louder for "I go to assume a task more difficult than that which devolved upon General Washington." How does this change the sentence's impact, compared with the quiet lines before it?

   AIt makes the sentence sound like a joke, so the task seems less serious BIt hides the sentence, so listeners are likely to miss the comparison CIt makes the size of the task stand out, a turn from sadness to duty DIt shows that the actor is reading a longer version of the speech

7. Question 7 of 20 · Multiple Choice

   Passage 2: Recording B ends with the narrator saying, "And with those words, Abraham Lincoln rode off to save the Union." Which statement about this line is accurate?

   AIt adds a claim about the future that the speech does not make BIt repeats the last sentence of the printed speech, word for word CIt is spoken by the actor playing Lincoln, as part of the speech DIt is the same line that opens Recording A, before the speech

8. Question 8 of 20 · Multiple Choice

   Which statement is true of the printed speech (Passage 1) and both recordings (Passage 2)?

   AAll three include "All the strange checkered past seems to crowd upon my mind." BAll three begin with a narrator who names the city and the speaker. CAll three end with the sound of a crowd cheering for Lincoln. DAll three include the sentence comparing Lincoln's task with Washington's.

9. Question 9 of 20 · Multiple Choice

   Passage 4 opens with the words "August 13, 1869. Nine men. Three boats. One unknown river." What does this opening do that Passage 3 does not?

   AIt gives the number of men and of boats, which the passage never states BIt quotes Powell's first sentence exactly as he wrote it in his book CIt leaves out the date, which Passage 3 gives in its very first words DIt shows that the trip began at the top of the canyon, not on the river

10. Question 10 of 20 · Multiple Choice

    Screen 1 of Passage 4 has a counter that reads "Rations left: about 30 days." How does it present Powell's words "We have but a month's rations remaining"?

    AIt contradicts Powell, who says the men had food enough for a year BIt turns his words into a number that stays on screen CIt hides the food problem, since visitors never see the counter DIt shows that every bit of the food had spoiled before August 13

11. Question 11 of 20 · Multiple Choice

    On the map in Passage 4, the last caption says that on August 28 three men left the river and "were never seen again." How does this change the way the day in Passage 3 comes across?

    AIt proves that Powell was wrong to worry about the river on August 13 BIt shows that the three men had already planned to leave on August 13 CIt tells visitors what lies ahead, while Powell writes that "we know not" DIt repeats a detail that Powell himself gives in the passage's last sentence

12. Question 12 of 20 · Multiple Choice

    In Shot 3 of Passage 6, an actress playing Earhart "grips the controls and steers the plane down through the clouds." Which sentence from Passage 5 shows that this shot changes the facts?

    A"Bill, of course, was at the controls." B"Happily their course paralleled ours." C"Soon several islands came into view, and then a coast line." D"The only thing to tie to was a buoy some distance away"

13. Question 13 of 20 · Multiple Choice

    Earhart writes, "I think Slim yelled. I know the sandwich went flying out the window." What does the printed account show here that Shot 4 of the video does not?

    AThat the sandwich belonged to Earhart, and Slim was holding it for her BThat Earhart keeps what she is sure of apart from what she only thinks CThat the crew saw the coastline before they saw any fishing boats DThat Slim threw his sandwich on purpose, to celebrate reaching land

14. Question 14 of 20 · Multiple Choice

    Shot 5 of Passage 6 shows a red line running to Burry Port, Wales. Passage 5 says the crew landed at Burry Port and "learned its name later." What is the difference between the two portrayals?

    AThe video names Ireland as the landing place, while the text names Wales BThe text gives the flight time in hours, while the video never gives it CThe video shows the landing at night, while the text places it at dusk DThe text's crew cannot tell where it is; the map shows the place

15. Question 15 of 20 · Short Answer

    Compare Passages 5 and 6: explain one way both portray the flight as dangerous near its end. Quote or name a detail from each passage.

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16. Question 16 of 20 · Short Answer

    Contrast how Passages 5 and 6 portray Amelia Earhart and her place in the crew. Use at least two details from each passage.

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17. Question 17 of 20 · Short Answer

    In Passage 2, both recordings include "I shall not fail; I shall succeed." Explain how each recording's delivery affects the impact of these words.

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18. Question 18 of 20 · Short Answer

    In Screen 3 of Passage 4, "The actor reads the words 'we know not' louder each time." Explain how this delivery affects the impact of Powell's repeated words, compared with reading them in Passage 3.

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19. Question 19 of 20 · Short Answer

    The opening screen of Passage 4 is a drone video that "glides between red cliffs above a brown river" while "Soft guitar music plays." Contrast this portrayal of the canyon with Powell's second paragraph (Passage 3).

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20. Question 20 of 20 · Short Answer

    Choose one pair: Passages 1 and 2, Passages 3 and 4, or Passages 5 and 6. Write a paragraph that compares the text and its version, contrasts them, and analyzes how each medium portrays the subject.

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These standards connect to RI.7.7: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.