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Beyond the Score: A Robotics Report worksheet preview

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Beyond the Score: A Robotics Report

Interpret personification, similes, metaphors, hyperbole, and idioms in an original school news report about a robotics competition.

Grade 6ELAInteractive · Printable

Aligned toL.6.5.a

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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, Sorting, Short answer

About this worksheet

What students practice

  • Students interpret figures of speech using details from a school news report.
  • Students explain how figurative language shapes a reader’s understanding of events.
  • Students distinguish literal descriptions from figurative comparisons and exaggeration.

How to use

Have students read the report independently and mark figurative expressions. Use the questions to connect each expression to context, then discuss how a literal revision changes its effect.

Curriculum

Common Core standard covered

L.6.5.a

Interpret figures of speech, such as personification, in context.

Preview

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Name Date

Beyond the Score: A Robotics Report

Interpret what figurative language adds to school news.

Read the Report

Figurative language means more than its literal words suggest. Use the surrounding details to interpret each expression.

A Repair Between Rounds

1Briar Lane School’s robotics team placed fourth at Saturday’s regional competition, but its most important adjustment never appeared on the scoreboard. Teams programmed wheeled machines to move foam cylinders into marked zones. Each team had two minutes per round. For Briar Lane, an uneven opening round led to a repair that changed the afternoon.

2During the opening round, Briar Lane’s robot approached the first cylinder. Its front wheels crossed a seam in the course. The robot stubbornly refused to take another step. A loose cable had interrupted power to one motor. The timer continued counting down while team members watched from behind the boundary.

3Between rounds, Veda examined the connection while Tarek checked their written instructions. “Those two minutes lasted a thousand years,” Tarek said afterward. Veda described their checklist as “an anchor in a sea of guesses.” Instead of changing several parts at once, they tested each connection in order. The fault was small, but finding it required them to resist the urge to rush.

4In the next round, the repaired robot moved as smoothly as a drawer on new rails. It delivered three cylinders before missing the final zone. Nearby, another team was struggling with a slipping wheel. Although Briar Lane’s next turn was approaching, Veda offered that team a spare rubber ring. “We were all in the same boat,” she explained. “They had a problem they could solve if they had the right part.”

5Briar Lane did not catch the top three teams. Still, its members recorded the repair steps before packing their equipment. Coach Salcedo called the setback “a compass for our next practice,” pointing to the notes about checking cables before testing code. The team plans to rehearse its inspection routine next week. The fourth-place certificate will go on the classroom wall beside the checklist that helped the team finish.

1.
In paragraph 2, how does the reporter make the robot seem human?
  • A. By describing its movement as unusually graceful.
  • B. By comparing its wheels to a person’s hands.
  • C. By suggesting that it understands the competition rules.
  • D. By presenting its stopping as a deliberate refusal.
2.
Underline the sentence from paragraph 2 that directly supports the answer to question 1.

During the opening round, Briar Lane’s robot approached the first cylinder.Its front wheels crossed a seam in the course.The robot stubbornly refused to take another step.A loose cable had interrupted power to one motor.The timer continued counting down while team members watched from behind the boundary.

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