6th grade How a story plot builds worksheet

How a story plot builds

Grade 6 Reading Worksheet - Challenge Me

Circle the best answer.

1. Read this first

   The Demonstration Line (story)

   [1] Bo prepared a small paper robot demonstration for the school science night. [2] Bo planned to show each visitor how folded strips made the robot bend. [3] At first, one family at a time watched and tried the paper model. [4] Bo answered questions slowly so each visitor could see the folds. [5] Two school groups arrived together, and the line stretched past another display. [6] Bo noticed that people at the back could not see the table. [7] Bo repeated the demonstration faster, but the folded steps became confusing. [8] Bo paused when a visitor asked to see the first fold again. [9] Bo placed large fold pictures along the waiting line. [10] Visitors studied the pictures before taking a turn at the table. [11] The line shortened because each visitor already knew the first steps. [12] Bo slowed down again and helped each visitor finish a moving paper robot.

2. 1.

   Bo reads the story. Why is Bo’s picture plan in [9]–[10] the climax rather than another failed attempt?

   • Bo posts pictures, but visitors still cannot see the first fold.
   • The rushed lesson confuses visitors, and Bo pauses when a fold needs repeating.
   • Bo replaces the pictures with a second demonstration table.
   • Bo’s rushed lesson causes confusion, but the new pictures let visitors learn while waiting.
3. 2.

   Bo reads the story. Why is Bo’s picture plan the climax rather than the resolution?

   • Posting pictures changes what visitors can do; the shorter line and slow teaching are the later resolution.
   • Bo posts pictures only after the line has already shortened.
   • Bo moves the table into another room before posting pictures.
   • The first visitors arrive one at a time, so Bo explains the folds slowly.
4. 3.

   Bo reads the story. Why is the crowded line in [5]–[6] rising action rather than the climax?

   • The school closes another display to make room for the line.
   • The line shortens after Bo posts pictures; that belongs to the resolution.
   • The crowd causes Bo to post the fold pictures immediately.
   • The crowd creates a visibility problem; Bo’s solution with pictures comes later.
5. 4.

   Bo reads the story. Why is Bo’s rushed lesson in [7]–[8] still rising action?

   • Bo asks a second teacher to run another table.
   • Rushing makes the folds confusing; Bo has not yet tried the picture solution.
   • Bo posts pictures in the line, and visitors study while waiting.
   • Bo solves the confusion by making the lesson even faster.
6. 5.

   Bo reads the story. How does Bo’s choice in [9]–[10] turn the plot toward a resolution?

   • Bo posts fold pictures so waiting visitors learn; the line shortens afterward.
   • Bo rushes the lesson, and visitors in the back miss the first fold at the table.
   • Bo removes the pictures as the line grows.
   • Bo gives each visitor a robot kit while waiting.
7. 6.

   Bo reads the story. How does the ending in [11]–[12] resolve the crowd problem?

   • Two school groups make the line stretch past another display at the science night.
   • The shorter line lets Bo teach slowly again, so visitors can finish their models.
   • Bo moves the table to another room at the end.
   • Bo keeps rushing after the line becomes shorter.

8. The Kite Test (story)

   [1] Esme built a paper kite for the school design fair, with a broad paper body and a carefully measured frame. [2] Esme planned to test it in the open field before the fair, where there was room to run without crossing anyone else. [3] The kite lifted during the first short run, and Esme recorded that first result on a small card. [4] Esme made a quick note about the steady wind, because a later test would need the same conditions. [5] When Esme added a long ribbon tail, the kite tilted hard, which Esme had attached shortly before the second flight. [6] Esme watched the left side dip toward the grass, although the wind seemed no stronger than before. [7] Esme pulled the string tighter, but the kite still tilted, and that extra pull only made the next run harder. [8] Esme stopped running and checked where the tail was tied, since the new tail was the only design change. [9] The knot sat far to one side of the kite, rather than in the middle where Esme had planned. [10] Esme moved the knot to the center and tested again, checking the paper frame before starting another short run. [11] This time the kite stayed level as it climbed, which helped Esme compare the second flight with the first. [12] Esme drew the new knot position on the fair display card, so fair visitors could see what had changed and why.

9. 7.

   Esme reads the story. Which event and response chain shows how the first test sets a comparison in sentences [3]–[4] leading to a later event?

   • Esme builds a kite → Esme plans a field test → the new tail makes the kite tilt
   • the first run lifts the kite → Esme notes the steady wind → Esme shortens the ribbon tail and tries again
   • the first run lifts the kite → Esme notes the steady wind → the new tail makes the kite tilt
   • the first run lifts the kite → Esme plans a field test → the new tail makes the kite tilt
10. 8.

    Esme reads the story. Which event and response chain shows why pulling harder is not a fix in sentences [7]–[8] leading to a later event?

    • the new tail makes the kite tilt → Esme watches the left side dip → Esme finds an off-center knot
    • a tighter string does not help → Esme checks the tail knot → Esme finds an off-center knot
    • a tighter string does not help → Esme checks the tail knot → Esme shortens the ribbon tail
    • a tighter string does not help → Esme watches the left side dip → Esme finds an off-center knot
11. 9.

    Esme reads the story. Which event and response chain shows how knot placement leads to a new test in sentences [9]–[10] leading to a later event?

    • Esme finds an off-center knot → Esme moves it to the center → the kite flies level
    • Esme finds an off-center knot → Esme checks the tail knot → the kite flies level
    • Esme finds an off-center knot → Esme moves it to the center → Esme shortens the ribbon tail
    • the new tail makes the kite tilt → Esme watches the left side dip → a tighter string does not help
12. 10.

    Esme reads the story. Which event and response chain shows how the ending confirms the change in sentences [7]–[8] and [11]–[12] leading to a later event?

    • a tighter string does not help → Esme checks the tail knot → Esme shortens the ribbon tail
    • a tighter string does not help → Esme checks the tail knot → the kite flies level
    • a tighter string does not help → Esme moves it to the center → the kite flies level
    • the first run lifts the kite → Esme notes the steady wind → the new tail makes the kite tilt