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Back Across the Chalk
Analyze how key sentences and scenes in an original goalkeeper story develop the setting, advance the plot, and build a theme.
Grade 6ELAInteractive · Printable
Aligned toRL.6.5
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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 6
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Short answer
About this worksheet
What students practice
- Students analyze how individual sentences and scenes contribute to a story's plot and setting.
- Students explain how connections between the opening and ending develop a theme.
How to use
Read the story independently, then answer the paired analysis and evidence questions. Discuss how the ending changes the meaning of an earlier detail.
Curriculum
Common Core standard covered
Analyze how one sentence, chapter, scene, or stanza fits the whole and adds to the theme, setting, or plot.
Preview
OwlSheets.com
Back Across the Chalk
Analyze how parts of a story develop its plot, setting, and theme.
The Opening
Read the complete story. Then examine how the opening establishes the conflict. Choose one answer unless directed otherwise.
Back Across the Chalk
1Ellis stopped outside the goal at Monday’s practice. Fresh chalk marked the edge of the field, covering the scuff where his heel had slipped Saturday. He could still picture the ball sliding beneath his hands. That goal had broken the tie in the final minute. Now the empty net looked larger than it had during the match.
2Across the field, Dario arranged cones for passing drills. Someone laughed near the equipment shed, and Ellis tightened the straps on his gloves. Nobody had mentioned Saturday, which somehow made it harder to look up. He set his water bottle beside the post but kept both feet outside the chalk.
3Coach Bell walked over carrying a mesh bag of balls. Ellis expected a speech about forgetting mistakes. Instead, she placed the bag beside him and asked, “Where do you want the first shot?” He studied a loose thread on his glove. “Maybe someone else should take the goal today.”
4Dario approached before the coach answered. “On that last play, I stopped running because I thought you had it,” he said. “Next time, I’m following the shot.” Ellis had replayed Saturday as though he were the only person on the field. Dario pointed toward the penalty spot. “Low to your left?” Ellis nodded and stepped across the chalk.
5The first ball struck Ellis’s palms and bounced away. His shoulders dropped. Then he heard Dario’s footsteps continuing toward the rebound. Ellis pushed off the ground and covered the ball before Dario reached it. Coach Bell rolled another ball into place without cheering or stopping the drill.
6They worked until the shadows reached the penalty spot. Ellis caught some shots and spilled others. After each rebound, he moved again instead of watching it escape. Once, Dario reached the ball first and tapped it into the net. Ellis retrieved it and asked for the same shot.
7As they packed up, Ellis noticed a gray smear across the fresh chalk where his boots had crossed it. Saturday’s score had not changed. Neither had the fact that he had missed the save. He left the mark where it was and carried the bag of balls toward the shed, calling to Dario to bring his shooting shoes tomorrow.
- A. It suggests that the field has been prepared incorrectly for practice.
- B. It makes a familiar place seem intimidating after Ellis’s mistake.
- C. It establishes that Ellis prefers matches to ordinary team practices.
- D. It suggests that the team will practice on a larger field.
Ellis stopped outside the goal at Monday’s practice.He could still picture the ball sliding beneath his hands.That goal had broken the tie in the final minute.Now the empty net looked larger than it had during the match.
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