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Bike Lanes: On the Page and on Screen
Compare an argument article about town bike lanes with a video storyboard, analyzing visuals, sound, emphasis, and missing information.
Grade 7ELAInteractive · Printable
Aligned toRI.7.7
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students compare how an article and a video version portray a proposal for additional bike lanes.
- Students analyze how images, sound, pacing, and omitted details affect an argument.
- Students support comparisons of media with specific evidence from both versions.
How to use
Have students read the article and the video storyboard. No video playback is needed; students analyze only the images, sounds, and narration explicitly described.
Curriculum
Common Core standard covered
Compare a text with its audio, video, or multimedia version, analyzing how each medium portrays the subject.
Preview
OwlSheets.com
Bike Lanes: On the Page and on Screen
Compare how an argument article and its planned video version present the same proposal.
Read Both Versions
These original texts concern a fictional town proposal. Read the article, then the storyboard for its planned video version. Bracketed descriptions identify what viewers would see or hear.
Make Room for Short Trips
1A trip across town should not require a car simply because the road feels uncomfortable on a bicycle. In Bellwick, the recreation center, several neighborhoods, and a row of small businesses sit within cycling distance of one another. Yet the proposed bike route ends before it reaches these destinations. The town should add connected bike lanes, beginning with a temporary route that residents can help evaluate.
2A connected route matters more than scattered stretches of paint. When a lane ends suddenly, a rider may have to enter a stream of motor traffic or turn onto an unfamiliar street. A marked route through intersections can make the intended path easier to follow. Physical separators, where appropriate, can also create space between moving cars and bicycles. These features require careful design, not just a new color on the pavement.
3Bike lanes would not meet every travel need. Some people cannot cycle, some trips involve heavy loads, and longer journeys may still require another form of transportation. The point is to offer another practical choice for short trips. A person who feels comfortable riding to a nearby destination would have an option beyond asking for a ride or driving.
4Space is the difficult part. Along the proposed route, some curb parking might need to move. Shop owners would need dependable places for deliveries, and passengers would need accessible loading areas. Before installation, planners should walk the route with business owners and residents to identify these needs. Moving a parking space without planning for its users would trade one problem for another.
5A temporary lane would let the town examine the proposal before committing to permanent construction. During the trial, staff should record bicycle use, observe intersections, and ask businesses whether loading arrangements work. Those observations would help identify changes rather than merely produce a photograph of a finished lane.
6Bellwick should begin with one connected route, publish what the trial reveals, and revise the design where necessary. Adding bike lanes deserves a serious test—not an assumption that a painted line solves everything, and not a dismissal before residents can try the route.
Storyboard: A Route That Reaches Somewhere
1[Opening shot: A bicycle wheel rolls along a marked lane and stops where the marking ends. The camera stays low, so a passing car fills much of the frame. Ordinary traffic noise becomes louder; there is no collision or sudden movement.] Narrator: “A short trip can feel longer when your route disappears.” The screen then fades to a simple map labeled “Proposed Bellwick trial.”
2[On the map, separate blue lane segments appear as disconnected pieces. A bright line grows between them until it reaches the recreation center and the business row.] Narrator: “The proposal connects places people already visit.” [An overhead animation shows a bicycle following the marked route through an intersection.] Narrator: “The crossing design shown here is a proposal, not a completed street.” The animation pauses briefly on that label.
3[A rider checks a bicycle beside the recreation center.] Rider: “I would try this route if I could follow it the whole way.” [The camera shows a helmet resting on the handlebars.] [A title identifies the speaker as a Bellwick resident.] [The recreation center entrance appears behind the rider.] The narrator introduces the next scene without adding any survey results or predicting how many residents would ride.
4[The video returns to the proposed route, now shown with temporary lane posts. Text across the image reads “Trial layout: not yet installed.” Gentle, steady music begins.] Narrator: “Start with a connected route. Watch how it works. Adjust what needs changing.” [A short caption reads “Deliveries and access need planning.” It appears over the map, but the video does not show loading spaces or explain how they would be arranged.]
5[Final sequence: The bright map line reaches each destination again. The screen holds on the completed line while the music continues.] Narrator: “Give short trips another route.” [A closing card directs viewers to the full article for details about the proposed trial.] The video ends without showing a completed lane in use, reporting trial results, or describing the observation methods. Its last image is the proposed connection rather than a list of questions to investigate.
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