Grade 7 ELA | FL B.E.S.T. Standard: ELA.7.R.3.3
TEACHER USE ONLY - Please keep secure and do not distribute to students
| Question | Answer |
|---|---|
| 1 | B. Through the actor's facial expressions, tense music, and camera close-ups
Film shows emotion through visual and audio techniques; it cannot directly state a character's thoughts. |
| 2 | B. Reveal a character's inner thoughts and memories in detail
Books can describe internal experiences directly; film must show them through action, expression, or dialogue. |
| 3 | Different formats serve different audiences - articles for those wanting detail, videos for visual learners or those wanting quick understanding. The same story can reach more people through multiple formats. |
| 4 | voice tone and interviews (or music/sound effects); showing data/statistics visually (or making quick comparisons) |
| 5 | B. Time constraints and the need to focus on visual storytelling
Movies have limited runtime and must prioritize content that works visually. |
| Question | Answer |
|---|---|
| 1 | B. Reveal Elena's inner thoughts and memories in detail |
| 2 | The film shows Elena's fear through close-up shots of her face (tears, expressions), tense music building, sound effects (tornado roar, glass shattering), and visible physical reactions (rapid breathing). |
| 3 | B. Film cannot convey smell; it relies on sight and sound |
| 4 | The book presents the grandmother's story through Elena's direct memory and detailed recollection of exact words ("The sky turned green... green as a sick cat's eyes"). The film shows this visually through a brief, silent flashback and archival footage, which is faster but less detailed and personal. |
| 5 | C. An exterior shot showing the green sky and house from outside
The book stays in Elena's perspective in the cellar; she can't see outside. The film can cut to exterior shots. |
| 6 | B. Show a real teen sharing her personal experience with tears |
| 7 | Documentaries often simplify complex scientific nuances to maintain emotional impact and keep viewer attention. The phrase about correlation vs. causation is technical and might slow down the emotional narrative the documentary is building. |
| 8 | a) Article; b) Documentary |
| 9 | The documentary uses "soft, melancholy music" to create a sad mood and "montage of phone screens showing curated, filtered images" to visually show the problem of unrealistic social media. These audio-visual elements guide the audience to feel sympathy for affected teens and see social media as harmful. |
| 10 | B. The exact cost and official quotes from city leaders |
| 11 | The vlog provides personal, first-hand experience of actually using the park ("The bowl is INSANE"), authentic reaction ("OH MY GOSH"), and information about practical issues like crowding that only a user would know. |
| 12 | B. Radio has time constraints; listeners can't re-read or pause |
| 13 | The vlog would likely be most persuasive because it shows real enthusiasm and personal testimony from an actual user, which is more compelling than statistics. However, for city officials, the article's official data might be more convincing. (Accept either with reasoning.) |
| 14 | The article has a formal, neutral tone using official language ("officially opened," "City officials expect," "investment in our youth"). The vlog has an informal, enthusiastic tone using casual language ("OH MY GOSH," "INSANE," "like," "you guys"). The vlog expresses personal opinions; the article reports facts. |
| Question | Answer |
|---|---|
| 1 | B. Through a flashback montage showing visual images of rejection |
| 2 | B. Film can only convey sight and sound, not smell |
| 3 | B. Orchestral music that builds and swells |
| 4 | B. Close-up shots of her face, showing tears and smile |
| 5 | B. It establishes the vast, isolated setting before focusing on the personal moment |
| 6 | C. Film must condense content; adding more flashbacks would slow the pacing |
| 7 | A. The novel, because it doesn't show a specific image, allowing reader imagination |
| 8 | B. To create a dramatic, emotional conclusion that leaves the audience with strong feelings |
| 9 | See rubric and sample response below. |
| 10 | See rubric and sample response below. |
| Score | Criteria |
|---|---|
| 2 | Clearly explains how BOTH formats show doubt/rejection AND provides at least one specific advantage for EACH format |
| 1 | Explains how both formats show doubt/rejection but only provides advantage for one, OR provides advantages but doesn't clearly explain how each format conveys the information |
| 0 | Does not address both formats or does not identify advantages |
| Score | Criteria |
|---|---|
| 2 | Identifies at least one thing GAINED in podcast format AND one thing LOST, with clear reasoning for each |
| 1 | Identifies either what's gained OR lost (not both), or identifies both but with weak reasoning |
| 0 | Does not identify what's gained or lost, or response does not address audio format specifically |
| Format | Unique Strengths | Limitations |
|---|---|---|
| Text/Book | Inner thoughts, reader imagination, detailed description | Cannot show visuals or use sound; relies on reader's effort |
| Film/Video | Visual storytelling, music, actor performance | Cannot access inner thoughts easily; time constraints |
| Audio/Podcast | Voice emotion, intimacy, multitasking-friendly | No visuals; relies entirely on sound |
| Visual/Infographic | Quick communication, data comparison | Limited nuance; cannot tell stories in depth |