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The Expedition Around the Loop worksheet preview

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The Expedition Around the Loop

Analyze an original hiking story to explain how differences between readers’ and characters’ knowledge create humor and suspense.

Grade 8ELAInteractive · Printable

Aligned toRL.8.6

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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 8
Subject
ELA
Question types
Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students track differences between what readers and characters know at specific moments.
  • Students explain how dramatic irony creates humor and suspense.
  • Students analyze how withholding or revealing information changes a reader’s experience.

How to use

Read the story independently, then track who knows each important fact. Have students support their analysis with precise details before completing the written responses.

Curriculum

Common Core standard covered

RL.8.6

Analyze how gaps between what characters and readers know, such as dramatic irony, create suspense or humor.

Preview

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Name Date

The Expedition Around the Loop

Analyze how unequal knowledge creates humor and suspense.

Read the story

Notice when the narration gives readers information that a character does not have.

The Expedition Around the Loop

1Before the youth hiking group arrived, a trail worker lifted the route board from its post at Juniper Junction. Beneath it, a narrow path curved into the trees. The board identified that path as the Practice Loop: a short circuit returning to this same junction, not the planned route to Eagle Ledge. The worker carried the board toward his truck for repairs, leaving the post bare.

2When the group reached the junction, Soren consulted the route card. It said to pass the board and continue uphill. Both paths rose, but the narrower one looked more adventurous. “That must be ours,” he said. Ms. Ibarra, the adult leader, agreed to check it with him while the others rested at the junction. They would return if the next trail marker did not match their card.

3Soren stepped confidently between the junipers. He had spent breakfast listening to the older hikers describe difficult routes, and now he pictured offering his own report. “Finally, something beyond the beginner paths,” he said. Ms. Ibarra ducked beneath a branch rather than answering. Behind them, the junction disappeared from view.

4At a bench, Soren stopped to tighten a shoelace. Ms. Ibarra noticed a white square painted underneath the seat. Their route card called for blue triangles. She decided they should return, but first she walked a few steps ahead to check the nearby marker. Soren was still bent over his shoe and did not see her point at the square.

5From beyond the next bend came laughter. Soren straightened. “Another group,” he whispered. “We should tell them we’re checking the Eagle Ledge approach.” Ms. Ibarra opened her mouth, but he had already rounded the bend. The trees between them were thin enough for her to keep him in sight. He lifted a hand, ready to deliver his announcement.

6The hikers ahead were his own group. One girl was sitting on the same backpack she had been sitting on when he left. Behind her stood the bare post. Soren lowered his hand. Ms. Ibarra joined him and showed him the white square on the marker beside the path. “Practice Loop,” she said. “We’ve checked it thoroughly.” Someone made room on the bench.

7Soren sat down. He could still give the report he had rehearsed, but the empty post would be standing behind him. Instead, he asked Ms. Ibarra to show everyone how she had compared the marker with the route card. When the worker returned with the repaired board, Soren held it steady while he fastened it. Then the group took the wider trail uphill.

1.
At the end of paragraph 2, which knowledge gap is most important to the story?
  • A. Soren knows where the worker went, but readers do not.
  • B. Readers know why the group needs a rest, but Soren does not.
  • C. Soren knows which markers to follow, but readers do not.
  • D. Readers know where the narrow path leads, but Soren does not.
2.
In paragraph 1, underline the sentence that establishes the narrow path’s destination before Soren chooses it.

Before the youth hiking group arrived, a trail worker lifted the route board from its post at Juniper Junction.Beneath it, a narrow path curved into the trees.The board identified that path as the Practice Loop: a short circuit returning to this same junction, not the planned route to Eagle Ledge.The worker carried the board toward his truck for repairs, leaving the post bare.

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