Worksheet
Stuck at the Top: Dialogue, Description, and Pacing
Grade 5 narrative writing: find dialogue, description, and pacing in a Ferris wheel story, then use them to show how characters respond.
Grade 5ELAInteractive · Printable
Aligned toW.5.3.b
What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 9 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 5
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students identify dialogue, description, and pacing in a narrative and explain why a writer uses them.
- Students tell apart sentences that show a character's feelings from sentences that only name them.
- Students use dialogue and description to show how a character responds to a situation.
How to use
Read the story aloud, pausing at paragraph 4 to talk about why it feels slow. Students answer questions 1 to 7 on their own, then write their own scenes in questions 8 and 9.
Curriculum
Common Core standard covered
Use narrative techniques such as dialogue, description, and pacing to develop events or show how characters respond to situations.
Preview
OwlSheets.com
Stuck at the Top: Dialogue, Description, and Pacing
See how a writer uses narrative techniques to show how characters respond.
Read the story
Read this story about a girl's first Ferris wheel ride. Notice how the writer uses dialogue, description, and pacing.
The View from the Top
1The Ferris wheel at the Clearwater County Fair was taller than any building in Amara's town. She had watched it turn every summer since she was little, but she had never ridden it. This year, Grandpa Teo bought two tickets and held one out to her. "Only if you want to," he said.
2The air smelled like popcorn and sweet kettle corn, and colored lights flashed on every ride. As the line crept forward, Amara's knees bounced. She tried to count the swinging cars above her, but she lost track each time the wheel turned.
3When their turn came, a worker lowered the safety bar across their laps. The car swayed as the wheel lifted them up, past the treetops and past the roof of the goat barn. Then, with a loud clunk, the wheel stopped. Their car hung at the very top.
4The car rocked. Amara gasped. She squeezed the safety bar so hard that her knuckles turned pale. A gust of wind tugged at her ponytail, and far below, the people looked as small as ants. She shut her eyes. One second passed. Then two. Then three.
5Grandpa leaned back as if he were sitting in his favorite armchair. "They stop the wheel so new riders can climb on," he explained in a slow, gentle voice. "It happens every few minutes. Try opening your eyes for just a moment. I think you'll like what you see."
6Amara opened one eye, then the other. The whole fair spread out beneath her like a glowing quilt. Beyond it, the lights of town twinkled, and the lake shimmered in the moonlight. "Grandpa," she whispered, "I can see our street!"
7The rest of the evening flew by. They shared a bag of kettle corn, watched the goat show, and played a ring-toss game. Amara won a tiny stuffed frog.
8As they walked toward the parking lot, Amara stopped and looked back at the Ferris wheel. Then she grabbed Grandpa's hand and tugged him toward the ticket booth. "One more ride," she said. "This time, I want to keep my eyes open the whole way."
How the writer tells the story
Use the story to answer questions 1 to 7.
- "They stop the wheel so new riders can climb on," he explained in a slow, gentle voice.
- The rest of the evening flew by. They shared a bag of kettle corn, watched the goat show, and played a ring-toss game.
- The air smelled like popcorn and sweet kettle corn, and colored lights flashed on every ride.
- One second passed. Then two. Then three.
- A. pacing: very short sentences that slow a moment down
- B. dialogue: the exact words a character says
- C. pacing: a quick summary that speeds time up
- D. description: details of what a character sees and smells
The car rocked.Amara gasped.She squeezed the safety bar so hard that her knuckles turned pale.A gust of wind tugged at her ponytail, and far below, the people looked as small as ants.She shut her eyes.One second passed.Then two.Then three.
- A. To hurry past a part of the story that does not really matter
- B. To slow down the scary moment so readers feel it with Amara
- C. To show readers that Grandpa is the one telling the story
- D. To explain to readers how a Ferris wheel is built and runs
- A. These events are the scariest part, so the writer stretches them out.
- B. The writer wants readers to forget about the ride and think about games.
- C. The writer has not yet told readers who the main characters are.
- D. These events matter less, so the writer moves quickly to the ending.
- A. He is relaxed, and he helps Amara find her courage.
- B. He is worried, and he wants the ride to start again.
- C. He is bored, and he wishes he had stayed on the ground.
- D. He is annoyed, and he scolds Amara for closing her eyes.
| Shows the feeling with actions or details | Tells the feeling by naming it |
|---|---|
"Amara was nervous in line."
Which revision best shows that Amara is nervous without naming the feeling?
- A. Amara stood in line with Grandpa and waited for their turn.
- B. Amara thought the Ferris wheel was very big and very bright.
- C. Amara chewed her lip and kept counting the cars above her.
- D. Amara was very, very nervous while she stood in the line.
Use the techniques
Write your answers in complete sentences.
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