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A Plan for the Darkened Hallway worksheet preview

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A Plan for the Darkened Hallway

Analyze episodes, character responses, and resolution in an original story about neighbors organizing during an apartment power outage.

Grade 6ELAInteractive · Printable

Aligned toRL.6.3

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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, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students explain how individual episodes cause later events in a story.
  • Students use textual evidence to describe character responses and changes.
  • Students explain how character decisions contribute to a resolution.

How to use

Have students read the story independently and complete the paired analysis and evidence questions. Discuss how the ending resolves more than the outage.

Curriculum

Common Core standard covered

RL.6.3

Describe how a plot unfolds in episodes and how characters respond or change as it moves toward a resolution.

Preview

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Name Date

A Plan for the Darkened Hallway

Trace how setbacks and decisions move a story toward its resolution.

Read and Trace

Read the story. Notice what Ellis wants, what interrupts his plan, and how he responds.

The Empty Column

1When the apartment lights blinked out, Ellis was drawing a schedule for his weekend. In the hallway, battery-powered emergency lights glowed above the doors. His mother checked with the building manager, who said the power company was working on the outage. Downstairs, neighbors were gathering in the lobby. Ellis brought his notebook.

2The manager, Ms. Vega, asked for volunteers to deliver updates about the outage to each floor. Ellis ruled three columns: floor, volunteer, finished. “One person per floor,” he announced. He wanted Ms. Vega to see that he could organize the deliveries without anyone else's help. His neighbor Dalia leaned over the notebook. “Should we ask who has already—” “I've got it,” Ellis said.

3With their parents' permission, Ellis and Dalia delivered notices on the second floor. At the first door, a resident held up an identical notice. At the next, another resident said someone had just visited. Ellis pressed his pencil so hard against the page that its point snapped. Dalia waited while he stared at the neat columns.

4Back in the lobby, Mr. Chen explained that several neighbors had started delivering notices before Ellis arrived. Ellis almost asked Ms. Vega to announce that everyone should follow his chart. Instead, he turned to the volunteers and asked, “Which doors have you reached?” Then he crossed out his assignments and recorded their answers. The page looked messy, but the unfinished work was finally clear.

5Dalia suggested leaving space for residents' replies. “Delivering a notice doesn't tell us whether someone has a question,” she said. Ellis drew a fourth column. With an adult neighbor accompanying them, the pair returned to the second floor. One resident wanted to know whether another update was expected. Ellis wrote the question down instead of guessing.

6When they returned, Ellis handed Ms. Vega the questions. She answered what she could and promised to check the rest. A volunteer reached for the notebook. Ellis held it for a moment, then slid it across the table. “Add anything we missed,” he said. While the volunteer wrote, Ellis listened to a neighbor describe the doors still unvisited.

7The lights came on before the last update was ready. Neighbors headed upstairs, but Ms. Vega kept the notebook for the building's next planning meeting. Ellis looked at the crossed-out names and crowded margins. On a clean page, he wrote a heading for future outages: “What has already been done?” He left the space beneath it empty for other people's answers.

1.
What most strongly motivates Ellis's behavior when he first makes the chart?
  • A. He wants to finish quickly so he can return to his weekend schedule.
  • B. He wants to prove that he can direct the work on his own.
  • C. He wants Dalia to take responsibility for assigning the volunteers.
  • D. He wants to find out why the building has lost power.
2.
Underline the sentence from paragraph 2 that most directly supports your answer to question 1.

The manager, Ms. Vega, asked for volunteers to deliver updates about the outage to each floor.Ellis ruled three columns: floor, volunteer, finished.“One person per floor,” he announced.He wanted Ms. Vega to see that he could organize the deliveries without anyone else's help.

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