Reading Performance Task
Teacher Instructions
Sea Travel in the Eighteen Hundreds
Instructions for the Teacher
The “Sea Travel in the Eighteen Hundreds” performance task is based on two texts: one
literary text (“Sea Trotter”) and one informational text (“Sea Travel on Packet Ships in the
Eighteen Hundreds”). Students read the texts, respond to questions to demonstrate their
understanding of the text, and create a plan for a literary nonfiction piece about 1800s
packet ships based on a comparative analysis of the two texts.
Read the student performance task and familiarize yourself with the texts and with the
tasks the student will be asked to complete. Provide students with copies of the student
performance task and means (paper or electronic) to write their responses. The
recommended time for completing the task is ninety minutes. Students complete the
tasks individually. Assess student performance based on the accompanying rubric.
Performance Task Skills
•
Draw conclusions based on analysis of multiple details in an informational text
•
Determine the central ideas of an informational text and analyze their development
•
Explain the author’s purpose or intent and how the author fulfills that purpose in an
informational text (e.g., language use, evidence)
•
Analyze how setting influences and shapes the plot and characters
•
Draw conclusions about characters, theme, and situations based on analysis of
textual details
•
Compare and contrast a literary text’s portrayal of time, place, and characters with
historical facts and nonfictional accounts of the same period (e.g., discuss the
portrayal of historical characters and events in Johnny Tremain as opposed to the
facts and accounts presented about the Revolutionary War in a history text)
•
Use context clues (e.g., examples, word relationships, organizational structure,
overall meaning of sentence or paragraph) to determine general academic, contentarea, and technical or scientific terminology
Task
Evidence
Rating/Points
1. How would you describe the
character of Charlotte in “Sea
Trotter”? What conclusions can
you draw about her? Use
details from the text to support
your response.
• Student accurately describes the
character of Charlotte.
6 points
• Student explains at least two
reasonable conclusions that can be
drawn about Charlotte.
• Student cites details from the text to
support the response.
• 2 points for
describing the
character
• 2 points for
drawing
reasonable
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conclusions
• 2 points for citing
details from the
text to support the
response (2
possible)
2. What is the setting in “Sea
Trotter”? How does the setting
influence the plot of the story?
How does the setting shape the
character of Charlotte?
• Student accurately describes the
setting of the story.
• Student accurately explains how the
setting influences the plot.
• Student accurately explains how the
setting shapes the character of
Charlotte.
6 points
• 2 points for
describing the
setting
• 2 points for
explaining the
influence of setting
on plot
• 2 points for
explaining the
influence of setting
on character
3. What conclusions can you
• Student explains at least one
draw about the passengers on
reasonable conclusion that can be
the Sea Trotter? What
drawn about the passengers on the
conclusions can you draw about
ship.
the storm that hits the ship?
• Student explains at least one
Use details from the text to
reasonable conclusion that can be
support your response.
drawn about the storm.
• Student cites details from the text to
support the response.
4. What are the central ideas of
“Sea Travel on Packet Ships in
the Eighteen Hundreds”? How
are these ideas developed? Use
details from the text to support
your response.
• Student correctly identifies the central
ideas of the text.
• Student explains how the central ideas
are developed.
• Student cites details from the text to
support the response.
6 points
• 4 points for
drawing
reasonable
conclusions
• 2 points for citing
evidence from the
text to support the
response
8 points
• 2 points for
identifying central
ideas
• 4 points for
explaining how
central ideas are
developed
• 2 points for citing
details from the
text to support the
response
5. What is the author’s purpose
in “Sea Travel on Packet Ships
in the 1800s”? How does the
author achieve this purpose?
Use details from the text to
support your response.
• Student correctly explains the author’s
purpose.
• Student explains how the author fulfills
the purpose.
• Student cites details from the text to
support the response.
8 points
• 2 points for
explaining the
author’s purpose
• 4 points for
explaining how the
author’s purpose is
fulfilled
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• 2 points for citing
details from the
text to support the
response
6. What conclusions can you
draw about the life of crew
members on packet ships,
based on “Sea Travel on Packet
Ships in the Eighteen
Hundreds”?
• Student explains at least two
reasonable conclusions that can be
drawn about the life of crew members
on packet ships.
• Student cites details from the text to
support the response.
6 points
• 2 points for
drawing
reasonable
conclusions (4
possible)
• 2 points for citing
details from the
text to support the
response
7. Based on these clues, what
does the word nautical mean?
How do the clues help you
understand the meaning of the
word?
• Student accurately defines the word.
8. How did “Sea Travel on
Packet Ships in the Eighteen
Hundreds” help you better
understand “Sea Trotter”? Cite
at least two specific examples.
• In at least two specific ways, the
student explains how the article
bettered understanding of the story.
• Student explains how context clues
were used to determine the meaning of
the word.
• Student cites details from the text to
support the response.
4 points
• 2 points for
defining the word
• 2 points for
explaining the use
of context clues
4 points
• 2 points for
explaining how the
article bettered
understanding of
the story
• 2 points for citing
details from the
text to support the
response
9. Use your understanding of
the story “Sea Trotter” and the
article “Sea Travel on Packet
Ships in the Eighteen
Hundreds” to write an essay
analyzing the relationship
between the two texts. How
would you describe the
relationship between “Sea
Trotter” and “Sea Travel on
Packet Ships in the Eighteen
Hundreds”? What conclusions
can you draw about “Sea
Trotter” based on the
information in “Sea Travel on
Packet Ships in the Eighteen
Hundreds”? Think about
setting, plot, and characters,
specifically. Be sure to use
details from the texts to
• Student analyzes the relationship
between the two texts.
• Student draws reasonable and wellsupported conclusions about the setting
in the story based on information in the
article.
• Student draws reasonable and wellsupported conclusions about the plot in
the story based on information in the
article.
• Student draws reasonable and wellsupported conclusions about the
characters in the story based on
information in the article.
• Student creates a plan for a literary
nonfiction story
• Student explains choices in the plan.
28 points
• 4 points for
analyzing the
relationship
between the texts
• 4 points for
drawing
conclusions about
setting
• 4 points for
drawing
conclusions about
plot
• 4 points for
drawing
conclusions about
characters
• 4 points for
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support your answers.
• Student cites specific details from the
texts to support the response.
Then, using your essay to help
you, create a plan for a literary
nonfiction short story that
takes place on a packet ship.
You may create an outline or
write a paragraph. Briefly
explain your choices in the
plan.
creating a plan for
a literary
nonfiction story
• 4 points for
explaining choices
in the plan
• 4 points for citing
specific details
from the texts to
support the
response
Sample Top-Score Response for Item #9
The story “Sea Trotter” is about a girl’s journey across the ocean on her father’s packet
ship. The article “Sea Travel on Packet Ships in the Eighteen Hundreds” is about what the
passengers, crew, and ship were really like. “Sea Trotter” is based on facts that are in
“Sea Travel.” For example, the Sea Trotter is a packet ship that carries “mail, cargo, and
travelers.” It travels between Boston and Liverpool, England. Charlotte notices that some
of the passengers wear fancy clothes, but most dress in simple clothes. This shows that
some passengers were wealthy, but most were not. These facts are explained in “Sea
Travel.” It says packet ships carried “cargo, mail, and passengers.” It says many
passengers on packet ships bought tickets in steerage because these tickets were the
least expensive. The passengers didn’t have a lot of money. “Sea Travel” also explains
that many of the passengers in steerage were immigrants. They were looking for a better
life in America.
“Sea Trotter” shows other facts from “Sea Travel.” For example, in “Sea Travel,” the crew
members’ jobs are described, including what cooks, boatswains, and quartermasters did.
In “Sea Trotter,” Joe, Thomas, and Patrick are described doing these jobs. In “Sea
Trotter,” Captain Leonard helps an injured crew member, which shows what is explained
in the article. Captains served as doctors. Also, the climax of “Sea Trotter” occurs when
there is a storm. “Sea Travel” explains that storms were very common in the Atlantic.
Based on “Sea Travel,” I can draw the conclusion that the story left out important details
about the setting. In the article, it says the places where passengers stayed were often
“dark, cramped, and uncomfortable,” especially steerage. Even the private cabins were
basic. In the story, Charlotte seems happy and there’s no mention of the passengers
being cramped, even when they are all below deck waiting out the storm.
I also think the characters and plot in “Sea Trotter” are not completely based on facts. In
the article, it says the crew “worked constantly during the day and sometimes even at
night, in shifts.” It also says the “captain typically ran the ship in a strict manner.” In the
story, however, Captain Leonard and the crew are very kind and friendly. They seem
happy to have Charlotte helping them. The captain and crew seem different in the story
than how they are described in the article. In the story, the storm that hits the ship
passes quickly. There is no lasting damage. However, in the article, it says that storms
could damage the masts, ruin sails, and even capsize the ship. The storm is scary in the
story, but not as scary as the storms described in the article.
To write a literary nonfiction short story, I would do research to try to find out about real
people who traveled on a packet ship. I liked how “Sea Trotter” had the characters of
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Charlotte, Captain Leonard, and others to help tell the story. They were easy to relate to.
I would want my story to have characters like that, except based on real facts. I would try
to find real people to base all the characters on, like the captain and the crew, during a
trip on a real packet ship. The literary nonfiction story would tell about this journey from
each person’s point of view. The steerage passengers would have a different view than
the private cabin passengers. The crew would have a different view than the captain. In
my literary nonfiction story, I would try to explain what each person’s days were like on
the ship. I would find out what each person ate, where each person slept, and what each
person did during the day. I would make sure these descriptions were based on fact. The
story “Sea Trotter” was interesting, but it seems like it wasn’t realistic based on the
article. It left out details about how hard life really was on the packet ship. I think it’s
important for a literary nonfiction piece to have details like this. For example, I would talk
about how hard the crew worked and how difficult the conditions were at times. Having
the passengers be the characters and describing the reality of their journeys is a good
way to combine storytelling with facts about packet ships.
Instructions for the Student
Read the story “Sea Trotter” and the article “Sea Travel on Packet Ships in the Eighteen
Hundreds.” As you read the story, think about the setting, characters, and plot. As you
read the article, think about the central ideas, details, and author’s purpose. After
reading them, you will answer questions about the story and the article. Then, you will
analyze the relationship between the texts. You also will create a plan for a fact-based
original story about packet ships.
Sea Trotter
1
Twelve-year-old Charlotte Leonard loved to accompany her father on trips. Her father,
Captain Joseph Leonard, was the captain of a packet ship, which was a ship that carried
mail, cargo, and travelers. Captain Leonard named his ship Sea Trotter. He, his crew,
Charlotte, and a group of passengers had sailed from Boston to Liverpool, England, over a
month ago, and soon it would be
time to sail home from Liverpool to
Boston. Charlotte felt fortunate to
have been invited on the journey.
2
Captain Leonard had taught
Charlotte many sailing skills. She
even dreamed of becoming a
captain one day. “At this rate, you
just might become the first woman
captain of the finest ship in the
world!” her father told her. He was
enormously impressed with how
closely Charlotte listened when he
talked about observing weather
conditions or handling sails. Captain
Leonard was very proud of his
daughter; he even called her
“Charlotte the Sailor.” Not many
children had the opportunity to sail
across the Atlantic Ocean and learn
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from the crew of a packet ship. In fact, very few girls sailed on ships at all. Charlotte knew
she was very lucky.
3
The trip to Liverpool had been smooth sailing. It had taken four weeks, and the weather
was clear and the winds perfect for almost the entire trip. After unloading their cargo, the
crew stayed in Liverpool two weeks to prepare the ship for the return journey. Charlotte
watched the men load the new cargo onto the ship. They also stocked up on food and
water for the long journey. Charlotte knew they had to bring plenty of provisions in case
they were delayed by bad weather. Prior to leaving, they also checked in passengers.
Charlotte passed the time by guessing how many passengers were onboard; she
estimated at least two hundred. Some of the passengers wore fancy dresses and jackets,
but most wore simple clothing, as Charlotte did. Charlotte planned to spend her days
working on the ship, and so she preferred practical clothing. A fluffy dress would just get
in the way.
4
Finally, the moment came for Sea Trotter to set sail for Boston. Charlotte helped the crew
prepare the sails and helped her father check that the nautical instruments were working.
All the passengers gathered on deck and waved to people on the dock as the ship
sailed away.
5
The first few weeks of sailing were tranquil and pleasant. Charlotte spent her time
learning everything she could from the crew. She helped Joe the cook prepare potatoes
and salted pork for dinners. She learned new sewing stitches from Thomas, the
boatswain, and she even assisted him with repairing several sails. Her favorite activity
was to assist Patrick, the quartermaster, with navigation. He taught her how to use a
compass, read nautical charts, and look for constellations in the sky. Charlotte relished in
learning the methods for sailing the ship in the right direction.
6
“You, young lady, are the best apprentice I’ve ever had,” Patrick said, marveling at
Charlotte’s abilities. Charlotte smiled as her heart swelled with pride.
7
Just as the ship neared Boston, about a day’s worth of sailing away, the weather changed
abruptly. Dark clouds hung low in the sky, and the waves started churning.
8
“All hands on deck! Time to reef the sails!” Thomas called to the crew.
9
Charlotte shivered. She had never heard Thomas sound so worried. She knew he wanted
to reef, or shorten, the sails before the increasing winds made it more difficult. One crew
member came running to help, but slipped on the wet deck and hurt his arm. Captain
Leonard took the man down to his quarters and wrapped his arm in a bandage. Charlotte
quickly took his place and helped the others reef the sails.
10
Captain Leonard returned to the deck and looked anxiously at the sky. “Let’s go below
deck until the storm is over,” he said to Charlotte. “The storm will pass soon, but we need
to take cover until then.”
11
Soon, heavy rain beat down and the wind swirled all around the Sea Trotter. Thunder
cracked overhead, lightning flashed, and gusts of wind rocked the ship back and forth.
The passengers looked at each other nervously. Before embarking on the journey, they
had known storms were a possibility, but nothing could prepare them for the reality of a
teetering, tottering ship in the middle of the high seas. Charlotte spotted a little boy
nestled in his mother’s skirt. He looked like he was about to cry.
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12
“It’s going to be all right,” Charlotte assured him. “The storm will pass soon. And
tomorrow will be a beautiful day, I promise.”
13
Just as Charlotte had suspected, the next day greeted them with blue skies and bright
sunshine. Charlotte scampered up to the deck and found her father calmly standing at the
helm, steering the ship.
14
“Good morning, Charlotte, my little sailor,” he said with a smile. The churning seas of
the night before were a distant memory; the ocean was placid and smooth.
15
“Take the spyglass and have a look in that direction,” Captain Leonard instructed her.
16
Charlotte did so and spotted a tiny dark line on the horizon.
17
“Could we really be that close to home?” she wondered in surprise.
18
“Yes, that’s right, Charlotte, that is the Massachusetts coast in the distance. You helped
us get through last night’s terrible storm by helping reef the sails and calming the
passengers. Now we will be home safely very soon. You are my real Sea Trotter, Charlotte
the Sailor!
19
Charlotte laughed and joined him at the wheel. Looking out over the seas from this
vantage point, she felt certain she was catching a glimpse of her future.
Sea Travel on Packet Ships in the Eighteen Hundreds
1
Packet ships often sailed between the United States and Europe in the mid-eighteen
hundreds. The trip on a packet ship was often difficult and uncomfortable for both the
crew and passengers. Each crew member on a packet ship had specific responsibilities;
fulfillment of these responsibilities was critical to the organization and safety of the ship.
Nonetheless, the challenges and burdens were often heavy for both crew and passengers
alike.
2
Packet ships carried cargo, mail, and passengers. A typical packet ship could hold up to
about 290 people. Many of these passengers did not have much money and were
immigrating to the United States, looking for better opportunities and a new life. These
passengers typically bought the cheapest tickets available, in steerage. Steerage was
located on the lowest level of the ship, near the cargo area, and provided only the most
basic accommodations. It was often dark, cramped, and uncomfortable. Other passengers
were wealthier and could afford private cabins. These cabins were located near the
captain’s quarters and the crew’s sleeping quarters, right below the deck. Even these
private cabins were usually very basic. Packet ships were not known for being luxurious.
3
Crew members on a packet ship had much work to do even before the ship set sail. A
load line would be painted on the side of the ship’s hull or bottom area to show how much
cargo would be safe to carry. If water went over the line, it indicated that too much cargo
was being carried. Too much cargo could make the ship unsteady. The crew also had to
book passengers. Sometimes the ship had to wait in a port for days or weeks until it had
enough passengers.
4
The captain typically ran the ship in a strict manner. He made sure the crew were
working together and were always ready to handle a problem. The captain also served as
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the doctor on a ship. He gave medical care to the sick and injured and had basic medical
equipment on board. For example, he had a surgical kit that he used to set broken bones
and stitch up cuts.
5
Each sailor had a specific role on a packet ship. The quartermaster was in charge of
navigation. The boatswain was in charge of the sails. Cooks prepared meals for the crew
and passengers. There was not much variety in the meals, as food did not keep long on
the ship. Typical meals included salted beef or pork, cheese, biscuits, and fish. The crew
members would help with cleaning, and they would keep watch, and handle the sails.
They worked constantly during the day and sometimes even at night, in shifts.
6
When they were not working the men liked to play dice, tell stories, sing songs, play
musical instruments, carve, and practice knotting. Crew members knew many types of
nautical knots important for sailing.
7
Storms made crossing the Atlantic especially risky. Every trip there was a good chance a
packet ship would sail into a heavy storm. Strong winds could damage the masts and ruin
the sails. Large waves could possibly capsize the ship. For both the passengers and even
the crew, storms were often frightening.
8
Despite the many challenges that came with sailing on a packet ship, these vessels
played a significant role in transporting people, goods, and mail across the ocean in the
eighteen hundreds. They occupy an important place in nautical history.
1.
How would you describe the character of Charlotte in “Sea Trotter”? What
conclusions can you draw about her? Use details from the text to support
your response.
2.
What is the setting in “Sea Trotter”? How does the setting influence the plot of the
story? How does the setting shape the character of Charlotte?
3.
What conclusions can you draw about the passengers on the Sea Trotter? What
conclusions can you draw about the storm that hits the ship? Use details from the
text to support your response.
4.
What are the central ideas of “Sea Travel on Packet Ships in the Eighteen
Hundreds”? How are these ideas developed? Use details from the text to support
your response.
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5.
What is the author’s purpose in “Sea Travel on Packet Ships in the Eighteen
Hundreds”? How does the author achieve this purpose? Use details from the text
to support your response.
6.
What conclusions can you draw about the life of crew members on packet ships,
based on “Sea Travel on Packet Ships in the Eighteen Hundreds”?
7.
Read these sentences from paragraphs 4 and 5 of “Sea Trotter”
Finally, the moment came for Sea Trotter to set sail for Boston. Charlotte
helped the crew prepare the sails and helped her father check that the nautical
instruments were working.
Her favorite activity was to assist Patrick, the quartermaster, with navigation.
He taught her how to use a compass, read nautical charts, and look for
constellations in the sky. Charlotte relished in learning the methods for sailing
the ship in the right direction.
Read these sentences from paragraphs 6 and 8 of “Sea Travel on Packet Ships in
the 1800s.”
Crew members knew many types of nautical knots important for sailing.
Despite the many challenges that came with sailing on a packet ship,
these vessels played a significant role in transporting people, goods,
and mail across the ocean in the eighteen hundreds. They occupy an
important place in nautical history.
The information in the sentences gives clues to the meaning of the word nautical.
Based on these clues, what does the word nautical mean? How do the clues help
you understand the meaning of the word?
8.
How did “Sea Travel on Packet Ships in the Eighteen Hundreds” help you better
understand “Sea Trotter”? Cite at least two specific examples.
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Use What You Have Learned
Now it’s time to show what you have learned. You will write an essay analyzing how “Sea
Trotter” and “Sea Travel on Packet Ships in the Eighteen Hundreds” are related. You will
use this essay to help create a plan for an original literary nonfiction short story that takes
place on a packet ship. When authors write literary nonfiction, they write about facts and
real events, but they do so in a way that also tells a story.
In the essay, you should analyze the relationship between “Sea Trotter” and “Sea Travel
on Packet Ships in the Eighteen Hundreds.” You should explain what conclusions you can
draw about the setting, plot, and characters in “Sea Trotter” based on the information in
“Sea Travel on Packet Ships in the Eighteen Hundreds.” Then, you should create a plan
for a literary nonfiction short story that is set on a packet ship. This plan should describe
how a combination of facts and storytelling would be used in the literary nonfiction piece.
You may create your plan in the form of an outline or a paragraph. You should explain
the choices you make in this plan.
9.
Use your understanding of the story “Sea Trotter” and the article “Sea Travel on
Packet Ships in the Eighteen Hundreds” to write an essay analyzing the
relationship between the two texts. How would you describe the relationship
between “Sea Trotter” and “Sea Travel on Packet Ships in the Eighteen
Hundreds”? What conclusions can you draw about “Sea Trotter” based on the
information in “Sea Travel on Packet Ships in the Eighteen Hundreds”? Think
about setting, plot, and characters, specifically. Be sure to use details from the
texts to support your answers.
Then, using your essay to help you, create a plan for a literary nonfiction short
story that takes place on a packet ship. You may create an outline or write a
paragraph. Briefly explain your choices in the plan.
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