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A Ring in the Dark worksheet preview

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A Ring in the Dark

Analyze how figurative language, word choices, rhyme, and repeated sounds shape an original play about a lost phone.

Grade 7ELAInteractive · Printable

Aligned toRL.7.4

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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 7
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students interpret figurative and connotative meanings in a short play.
  • Students analyze how rhyme, alliteration, and repeated sounds affect dialogue and stage action.

How to use

Read the script aloud with assigned roles, including a reader for stage directions. Have students answer independently, then compare the effects of selected lines.

Curriculum

Common Core standard covered

RL.7.4

Work out figurative and connotative meanings, and how rhyme and repeated sounds like alliteration affect a poem or passage.

Preview

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Name Date

A Ring in the Dark

Analyze figurative language, connotations, rhyme, and repeated sounds in a short play.

Read the script

Read the dialogue and bracketed stage directions. Each numbered paragraph is one part of the scene.

A Ring in the Dark

1[A planetarium after a field-trip presentation. The projected stars have faded. Students wait beside the exit while their teacher, Ms. Voss, counts heads. Tamsin searches her jacket. Her classmate Belen holds a folded program.] TAMSIN: My phone was here before the show. Now my pocket is a black hole. BELEN: An impressive place to keep a phone. TAMSIN: Everything I need has vanished into it—my ticket home, my dad’s number, everything.

2TAMSIN: Someone stole it. BELEN: Try “missing” before “stolen.” “Missing” leaves room for an accident. We don’t know that anyone took it. [Tamsin looks toward the waiting students, then lowers her voice.] TAMSIN: Missing. All right. MS. VOSS: We have a few minutes. Belen, stay with Tamsin while I tell the guide.

3[They return to their row. Tamsin drops to her knees.] TAMSIN: Seats, seams, sleeves—search them! [She snaps each word out and lunges toward a different place before checking the last.] BELEN: Your words are running faster than your hands. Start with one seat. I’ll hold the program under the row so you can see.

4BELEN: My uncle uses a rhyme when he misplaces things. [She speaks in two even beats per line.] “Trace your flight, / Left to right.” TAMSIN: I’m not an airplane. BELEN: No. But you did follow a path. [Keeping the little rhythm, Belen points from the entrance to their seats. Tamsin follows the route with her eyes instead of darting between pockets.]

5[They check the aisle. Above them, a leftover dot of projected light rests on the dome.] TAMSIN: Nothing. BELEN: Your bag? TAMSIN: Nothing. MS. VOSS: The guide’s desk? TAMSIN: Nothing. [The same answer lands after each suggestion. Belen folds the program smaller. Tamsin sits down.] TAMSIN: I’m running out of places to look.

6MS. VOSS: Let’s call it. [She taps her phone. From beneath a folded jacket comes a thin, bright trill.] TAMSIN: That sound is a rope. [She reaches under the jacket and lifts her phone.] BELEN: Then climb back. TAMSIN: First, I owe everyone a quieter apology. [She turns toward the exit, holding the phone close but looking at her classmates.]

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