6th grade Reading dialogue and stage directions in a play worksheet

Reading dialogue and stage directions in a play

Grade 6 Reading Worksheet - Building Confidence

Circle the best answer.

1. Read this first

   A Seat for the Map (drama)

   [1] [A classroom meeting begins. A large paper map covers the center table.] [2] ARI: This map shows the quickest path to the school garden from the front door. [3] BO: The narrow hallway is busy during lunch, so visitors may need another route, especially when groups leave the nearby classrooms at the same time. [4] [Ari bends over the map and follows the first line with one finger, while Bo waits without touching the unfinished drawing.] [5] ARI: I had not thought about the lunch crowd when I drew that path. [6] BO: The library hall stays wide even when classes are changing rooms. [7] [Bo moves a pencil beside the map.] [8] ARI: Could we test that hall before changing the final copy? [9] [They walk to the doorway and watch a class move past in two lines.] [10] BO: There is still space for a cart along the wall. [11] [Ari draws a second route in green beside the original line, leaving the original route visible.] [12] ARI: Now visitors can choose the path that works when the hall is crowded.

2. 1.

   Bo reads the scene. What does the printed direction in line [4] help the audience understand?

   • It shows Ari checking the original route while listening.
   • It suggests Ari has already decided the route is wrong.
   • It shows Ari refusing to look at the map.
   • It points to Ari using a finger to trace the map.
3. 2.

   Esme reads the scene. What does the printed direction in line [11] help the audience understand?

   • It makes the changed plan visible onstage.
   • It erases the first route from the map.
   • It mentions a green route beside the first route.
   • It suggests Bo may help choose a final route.
4. 3.

   Jun reads the scene. What do the spoken words and direction in [3]–[5] show together?

   • Together they name a hallway concern and Ari’s response.
   • Together they show Ari ignoring Bo’s concern.
   • Together they show Ari taking the crowded hall concern seriously.
   • Together they suggest Ari wants Bo to redraw the map.
5. 4.

   Luz reads the scene. What do the spoken words and direction in [9]–[12] show together?

   • Together they connect the observed space to a two-route solution.
   • Together they leave the lunch crowd problem unanswered.
   • Together they suggest the school will stop using the lunch hallway.
   • Together they mention space in the hall and a new route on the map.

6. The Reading Corner (drama)

   [1] [A library corner has two low shelves and a pile of books.] [2] ESME: We need to arrange these books before the younger group arrives. [3] JUN: I can put every book on the top shelf where the covers show, because the pictures could help visitors choose quickly. [4] [Esme kneels beside the lower shelf and holds up a picture book.] [5] ESME: A shorter reader may not reach the top row without help. [6] JUN: Then we should place picture books where small hands can reach them. [7] [Jun sets the picture book on the lower shelf, cover facing outward.] [8] ESME: The taller books could stand above it without hiding the covers. [9] [They arrange the remaining books and step back from the shelves.] [10] JUN: Now I can see every title from the doorway. [11] [A younger visitor selects a book from the lower shelf.] [12] ESME: That choice tells us the lower shelf is doing its job.

7. 5.

   Esme reads the scene. What does the printed direction in line [1] help the audience understand?

   • It shows the arrangement problem before anyone speaks.
   • It suggests the visitors chose the books on the pile.
   • It names books waiting on shelves in the library corner.
   • It shows the books already organized.
8. 6.

   Jun reads the scene. What does the printed direction in line [4] help the audience understand?

   • It suggests Esme has already chosen the books for the younger readers.
   • It points to Esme kneeling beside the lower shelf.
   • It suggests the top shelf is the best place for picture books.
   • It draws attention to the height a younger reader can reach.
9. 7.

   Kira reads the scene. What does the printed direction in line [11] help the audience understand?

   • It tests the new arrangement without another explanation.
   • It suggests the visitor was told which shelf to use.
   • It shows the books are out of reach.
   • It mentions a visitor selecting a book from the lower shelf.
10. 8.

    Luz reads the scene. What do the spoken words and direction in [3]–[5] show together?

    • Together they name different ideas about where books should go.
    • Together they reveal different ideas about who must reach the books.
    • Together they suggest Esme wants the top shelf left empty.
    • Together they show both speakers wanted the same top-shelf plan.
11. 9.

    Milo reads the scene. What do the spoken words and direction in [6]–[7] show together?

    • Together they turn spoken agreement into a visible change.
    • Together they show Jun refusing to move a book.
    • Together they suggest Esme will move the tall books to the lower shelf.
    • Together they point to picture books and Jun’s new plan.
12. 10.

    Noah reads the scene. What do the spoken words and direction in [9]–[11] show together?

    • Together they suggest visitors will choose a book from the top shelf first.
    • Together they show the shelf plan failed.
    • Together they mention the arranged corner and a visitor’s book choice.
    • Together they let the audience see the arrangement succeed.