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Primary English · Year 6Chapter 10 · Reading fiction and plays
Year 6 · Chapter 10

Reading fiction and plays

By the end of this chapter you will be able to

  • Find a detail that the text states, and copy the words that prove it
  • Work out the meaning of a word from the words around it
  • Infer a feeling, thought or motive from evidence in the text
  • Predict what might happen next, using the clues in the text
  • Explain the effect of a simile, a personification, a short sentence and a stage direction

You should already know

  • Retrieving facts and using evidence from a text (Year 4 reading)
  • Dialogue, direct speech and stage directions in a play (Year 4 Chapter 9 of this series)

Where this leads

  • Reading poetry and non-fiction, and comparing texts (Chapter 11 of this book)

National Curriculum for England, Key Stage 2 English, Year 6. Content: Read a wide range of fiction, myths, legends and plays, and check that the text makes sense (Y5-6 reading), Explain the meaning of unfamiliar words from their context, and ask questions to improve understanding (Y5-6 reading), Infer characters' feelings, thoughts and motives from their actions and what is said, with evidence (Y5-6 reading), Predict what might happen from details stated and implied (Y5-6 reading), Explain how language, structure and stage directions contribute to meaning, and compare texts of one type (Y5-6 reading).

Exercise P  Do you remember?

1
FWrite the word that means the thing a text is about, such as courage. Write the word only.
2
FWhich word is a noun in The brave girl climbed the tall tower.? Write the word only.
3
FWrite the word that means a short piece of text that tells the reader what a character says. Write the word only.
4
FWrite the word that means a suggestion about what will happen next. Write the word only.
5
FWhich word is an adjective in The old lamp flickered.? Write the word only.
10.1

Checking the text makes sense, and unfamiliar words

Year 6
Check that the text makes sense, and explain unfamiliar words from their context (Y5-6 reading)
Video lesson: Checking the text makes sense, and unfamiliar wordsComing soon
Story. A lighthouse keeper's daughter climbs to the lamp during a storm. Read the text, and check it makes sense as you read.

When you read fiction, check that the text makes sense. If a word is new, read the words around it. The context often shows what the word means, even if you do not know the word itself.

Marta, the lighthouse keeper's daughter, keeps the lamp lit during a storm.

Every evening, Marta climbed the one hundred and twelve steps of the lighthouse to trim the lamp. Her father had done the job for thirty years, but his hands had grown stiff, and now the task belonged to her. She had watched him climb those steps since she was small, and she knew every crack in the stone. Each step was a promise that she would keep the light burning for the boats.

On the night of the storm, the sea rose like a grey wall. Marta gripped the iron rail and counted each step, because counting kept her from thinking about the waves. When she reached the top, the lamp had gone out, and the dark was thick enough to touch.

She struck a match. The wind howled through the cracked window, and the flame flickered, nearly dying. Marta cupped her hands around it, as though it were a fragile bird. The flame was small and uncertain, and the smallest draught could take it away.

Below, a ship's horn sounded, thin and desperate. Somewhere out there, sailors could not see the rocks, and the rocks waited patiently for them. Marta felt her heart thud, and she told herself that her father had never once let the light fail, not even in the worst winter of his life.

She lit the wick at last, her fingers shaking. The beam swept out across the water, pale and steady, and the horn fell silent. Only then did she sit down on the cold floor and let her shoulders shake. Outside, the rain kept falling, but the sea no longer roared.

Key ideas

  • Read the text again if it does not make sense.
  • Use the context, the words before and after an unfamiliar word, to work out its meaning.
  • Check the meaning in a dictionary if you are still not sure.
Worked example 10.1.1
In the text, Marta feels her heart thud. What does the text tell you about her heart? Write the words from the text that show it.

Method. Find the words in the text that answer the question.

  1. Find the detail. The text says Marta felt her heart thud.
    felt her heart thud
  2. Check it is stated. The detail is stated, not guessed.
    felt her heart thud
  3. Write the answer.
    felt her heart thud

Check. The text states this detail. ✓

Worked example 10.1.2
What does fragile mean in this text: as though it were a fragile bird?

Method. Read the words around the word, then choose its meaning.

  1. Read the context. Marta cups her hands around the flame, so the flame must be delicate.
    cups her hands
  2. Choose the meaning. Fragile means easily broken, so a fragile bird is delicate.
    easily broken, delicate
  3. Write the answer.
    easily broken, delicate

Check. The meaning fits the context. ✓

Worked example 10.1.3
What does desperate mean in thin and desperate, describing the horn?

Method. Think about what the sailors need.

  1. Read the context. The sailors cannot see the rocks, so the horn is a call for help.
    a call for help
  2. Choose the meaning. Desperate means urgent and hopeless.
    urgent and hopeless
  3. Write the answer.
    urgent and hopeless

Check. The meaning fits the situation. ✓

Watch out

Watch out: do not guess from the first letters of a word. Use the whole sentence, and check that your meaning fits it.

Exam tip

Grown-up tip. Ask your child to read a paragraph aloud, pause at one new word, and to say what they think it means from the words around it.

Exercise 10A  Practice: checking the text and unfamiliar words

1
FHow many steps did Marta climb every evening? Copy the words from the text.
2
FHow long had her father done the job? Copy the words from the text.
3
FWhat did Marta grip as she climbed? Copy the words from the text.
4
FWhat had gone out when Marta reached the top? Copy the words from the text.
5
FWhat sounded below the lighthouse? Copy the words from the text.
6
PSExplain what flickered means in this text: the flame flickered, nearly dying. Write the meaning in your own words.
7
PSExplain what desperate means in this text: thin and desperate. Write the meaning in your own words.
8
PSExplain what ashamed means in this text: the stars were ashamed to appear beside her. Write the meaning in your own words.
9
RAsk a question about the text that would help a reader understand why Marta counts the steps.
10
FWhich word tells you that Marta is climbing many stairs? Copy the words from the text.
11
FExplain what stiff means in this text: his hands had grown stiff. Write the meaning in your own words.
12
RDoes this text make sense to you? Give one reason, in one sentence.
13
PSWrite a question you would ask to check your understanding of the storm, using a word from the text.
14
FExplain what cupped means in this text: cupped her hands around it. Write the meaning in your own words.
10.2

Inferring feelings, thoughts and motives, with evidence

Year 6
Infer characters' feelings, thoughts and motives from their actions and what is said, with evidence (Y5-6 reading)
Video lesson: Inferring feelings, thoughts and motives, with evidenceComing soon
Story. Marta is alone at the top of the lighthouse. The lamp is out, the wind is strong, and a ship is in danger.

An inference is a sensible conclusion that the reader draws from the evidence in the text. The writer does not always say how a character feels. Read what the character does, thinks and says, and then infer the feeling, thought or motive, with evidence.

Marta, the lighthouse keeper's daughter, keeps the lamp lit during a storm.

Every evening, Marta climbed the one hundred and twelve steps of the lighthouse to trim the lamp. Her father had done the job for thirty years, but his hands had grown stiff, and now the task belonged to her. She had watched him climb those steps since she was small, and she knew every crack in the stone. Each step was a promise that she would keep the light burning for the boats.

On the night of the storm, the sea rose like a grey wall. Marta gripped the iron rail and counted each step, because counting kept her from thinking about the waves. When she reached the top, the lamp had gone out, and the dark was thick enough to touch.

She struck a match. The wind howled through the cracked window, and the flame flickered, nearly dying. Marta cupped her hands around it, as though it were a fragile bird. The flame was small and uncertain, and the smallest draught could take it away.

Below, a ship's horn sounded, thin and desperate. Somewhere out there, sailors could not see the rocks, and the rocks waited patiently for them. Marta felt her heart thud, and she told herself that her father had never once let the light fail, not even in the worst winter of his life.

She lit the wick at last, her fingers shaking. The beam swept out across the water, pale and steady, and the horn fell silent. Only then did she sit down on the cold floor and let her shoulders shake. Outside, the rain kept falling, but the sea no longer roared.

Key ideas

  • An inference is a conclusion from evidence, not a guess.
  • A motive is the reason why a character does something.
  • Always quote the evidence that supports your inference.
Worked example 10.2.1
Why does Marta count each step? Infer her motive, with evidence from the text.

Method. Find the evidence that explains the action.

  1. Find the evidence. The text says counting kept her from thinking about the waves.
    counting kept her from thinking about the waves
  2. Infer the motive. She counts to stop herself thinking about the danger.
    to stop herself thinking about the waves
  3. Write the answer.
    to stop herself thinking about the waves

Check. The evidence supports the motive. ✓

Worked example 10.2.2
How does Marta feel when she finds the lamp has gone out? Infer her feeling, with evidence.

Method. Read what she does and feels.

  1. Find the evidence. She struck a match, and she cupped her hands around the flame.
    struck a match
  2. Infer the feeling. She is worried, but she acts quickly and carefully.
    worried and determined
  3. Write the answer.
    worried and determined

Check. The actions show worry and determination. ✓

Worked example 10.2.3
Why does Marta let her shoulders shake at the end? Infer her feeling, with evidence.

Method. Think about what has just happened.

  1. Find the evidence. The horn fell silent, after the beam swept out across the water.
    the horn fell silent
  2. Infer the feeling. The danger is over, so she can finally relax, which is relief.
    relief
  3. Write the answer.
    relief, after the danger has passed

Check. The danger is over, so relief is the feeling. ✓

Watch out

Watch out: an inference must have evidence. Do not say how someone feels without showing where the text supports it.

Exam tip

Grown-up tip. Ask your child to say how a character feels in one sentence, then to find the words in the text that show it.

Exercise 10B  Practice: inferring feelings, thoughts and motives

1
FHow does Marta feel as she climbs, with evidence from the text? Write one feeling.
2
RWhy does Marta tell herself that her father never let the light fail? Infer her motive.
3
PSWhat does Marta feel about the ship, with evidence? Write one feeling.
4
PSWhy does Marta cup her hands around the flame? Infer her motive.
5
RWhat does the lamp mean to Marta? Infer her thought, with evidence.
6
RDescribe Marta's feeling when the beam sweeps across the water, with evidence from the text.
7
RWhy does the text say Marta's father had done the job for thirty years? Infer what this shows about the job.
8
PSHow does Marta feel about her father, with evidence from the text? Write one feeling.
9
PSWhy does Marta sit down on the cold floor at the end? Infer her feeling.
10
RExplain how you know that Marta is brave, with one piece of evidence from the text.
11
FWhat is the sailors' situation, inferred from the horn? Write one word.
12
RWhy might the writer say the horn is thin and desperate? Infer the writer's intention in one sentence.
13
PSHow does Marta feel about the light, with evidence? Write one feeling.
10.3

Predicting from details stated and implied

Year 6
Predict what might happen from details stated and implied (Y5-6 reading)
Video lesson: Predicting from details stated and impliedComing soon
Story. A myth is retold in class. The Moon is proud, and the hunter Teo is clever. Read the details, and predict what might happen next.

A reader can predict what might happen by using details the text states (directly says) and details it implies (suggests without saying). Good predictions link a clue to a character and to what they have done before.

An original myth: why the Moon shines softly.

Long ago, the Moon was the brightest thing in the night sky, and she shone so fiercely that the stars were ashamed to appear beside her. One evening, a young hunter called Teo looked up and asked her why she burned so hard. Nobody in the village dared to ask her such a thing.

The Moon laughed, and her laugh made the sea shiver, and the fishermen pulled their boats higher on the sand. 'Because I am proud,' she said, 'and I will not be dimmed by anyone.'

Teo was poor, but he was clever. Nobody in the village had ever seen a hunter speak so boldly to the sky. He climbed the highest hill, and he sang a song to the wind, asking it to carry a message to the Moon. The wind agreed, and it blew a single cloud across her face.

The Moon grew angry, and her light flared across the whole valley. But the cloud was soft and patient, and it drifted slowly, until she could see that her pride had hurt the sea, the stars and the hunters below.

From that night, the Moon chose to shine more gently. She still rises each evening, but her light is softer, so that the stars can shine too, and the hunters can find their way home by the gentle glow.

Key ideas

  • A prediction uses clues from the text.
  • Stated details are said directly; implied details are suggested.
  • A prediction should be sensible, and supported by a clue.
Worked example 10.3.1
Predict what Teo might do next, using a stated detail. Which detail helps you predict it?

Method. Find a detail that shows what Teo is like.

  1. Find the detail. The text says he is poor but clever, and he sang a song to the wind.
    poor but clever
  2. Make the prediction. A clever person will find another way to reach the Moon.
    find another way
  3. Write the answer.
    he sang a song to the wind

Check. The prediction uses a stated detail. ✓

Worked example 10.3.2
Predict what might happen to the Moon if she stays proud. Which clue helps you?

Method. Look at what the Moon says.

  1. Find the clue. The Moon says she will not be dimmed by anyone.
    will not be dimmed
  2. Make the prediction. If she remains proud, a cloud or another event might still reduce her light.
    reduce her light
  3. Write the answer.
    she would be dimmed or lose her light

Check. The prediction is based on her words. ✓

Worked example 10.3.3
Predict what the Moon will do after the cloud drifts across her face. Which detail helps you?

Method. Read what happens to the Moon after the cloud.

  1. Find the detail. The cloud was soft and patient, and her pride hurt the sea.
    soft and patient
  2. Make the prediction. She will learn from it and shine more gently.
    shine more gently
  3. Write the answer.
    shine more gently

Check. The text states she chooses to shine more gently. ✓

Watch out

Watch out: a prediction is a sensible guess, based on clues. Do not predict something with no clue in the text.

Exam tip

Grown-up tip. Stop reading a story part-way, and ask your child to predict the ending, using two clues from what they have read.

Exercise 10C  Practice: predicting from the text

1
FWhich hunter asked the Moon why she burned so hard? Copy the name.
2
FWhat did the wind blow across the Moon's face? Copy the words.
3
FHow does Teo ask the wind for help? Copy the words.
4
PSPredict what Teo might do if the Moon refuses to listen, using a clue from the text.
5
PSPredict what the Moon will do next, using the clue that she laughed. Write one sentence.
6
FWhat detail is stated about Teo's wealth? Copy the words.
7
RPredict how the story might end if the Moon never changes. Use a clue from the text.
8
PSWhich detail implies that the Moon is listening to Teo? Copy the words.
9
FPredict what the Moon will do after she is gentle. Write one sentence.
10
RExplain why a reader can predict that Teo will succeed, using two clues from the text.
11
RWhich detail implies that the cloud is not harsh? Copy the words.
12
PSPredict what the Moon will feel when she sees the sea was hurt, using a clue from the text.
10.4

How language and structure affect the reader

Year 6
Explain how language and structure contribute to meaning, including similes and short sentences (Y5-6 reading)
Video lesson: How language and structure affect the readerComing soon
Story. The author of the lighthouse story uses comparisons, short sentences and a quiet ending. Read the text, and look at how the language and the structure affect the reader.

Authors choose language and structure carefully. A simile compares two things with like or as. A personification gives human feelings to a thing. A short sentence makes the reader pause. A structure such as a quiet ending can leave the reader with a feeling.

Marta, the lighthouse keeper's daughter, keeps the lamp lit during a storm.

Every evening, Marta climbed the one hundred and twelve steps of the lighthouse to trim the lamp. Her father had done the job for thirty years, but his hands had grown stiff, and now the task belonged to her. She had watched him climb those steps since she was small, and she knew every crack in the stone. Each step was a promise that she would keep the light burning for the boats.

On the night of the storm, the sea rose like a grey wall. Marta gripped the iron rail and counted each step, because counting kept her from thinking about the waves. When she reached the top, the lamp had gone out, and the dark was thick enough to touch.

She struck a match. The wind howled through the cracked window, and the flame flickered, nearly dying. Marta cupped her hands around it, as though it were a fragile bird. The flame was small and uncertain, and the smallest draught could take it away.

Below, a ship's horn sounded, thin and desperate. Somewhere out there, sailors could not see the rocks, and the rocks waited patiently for them. Marta felt her heart thud, and she told herself that her father had never once let the light fail, not even in the worst winter of his life.

She lit the wick at last, her fingers shaking. The beam swept out across the water, pale and steady, and the horn fell silent. Only then did she sit down on the cold floor and let her shoulders shake. Outside, the rain kept falling, but the sea no longer roared.

Key ideas

  • A simile compares two things, using like or as.
  • A short sentence makes the reader pause, or creates tension.
  • Structure is the order of events, such as a quiet ending after a danger.
Worked example 10.4.1
What is the effect of the simile the sea rose like a grey wall?

Method. Name the device, then say what it makes the reader picture.

  1. Name the device. Like a grey wall is a simile.
    simile
  2. Say the effect. The sea is compared to a wall, so the reader pictures a huge, threatening sea.
    huge and threatening
  3. Write the answer.
    makes the sea seem huge and threatening

Check. The simile creates a threatening picture. ✓

Worked example 10.4.2
What is the effect of the short sentence She struck a match.?

Method. Look at the length of the sentence.

  1. Look at the length. The sentence has only four words, after a long one.
    four words
  2. Say the effect. The short sentence makes the reader pause, and builds tension.
    pause and tension
  3. Write the answer.
    it creates a pause and tension

Check. The short sentence creates a pause. ✓

Worked example 10.4.3
Why does the text end quietly, with Marta letting her shoulders shake? Explain the structure.

Method. Think about the order of the events.

  1. Find the ending. The horn falls silent, and Marta sits down.
    falls silent
  2. Explain the structure. After the climax, the quiet ending lets the reader feel relief.
    relief
  3. Write the answer.
    it lets the tension drain away, and shows the relief after the danger

Check. The quiet ending shows relief. ✓

Watch out

Watch out: name the device, then explain its effect on the reader. Naming alone is not enough.

Exam tip

Grown-up tip. Ask your child to find a simile in a favourite book, and to say what picture it puts in their mind.

Exercise 10D  Practice: language and structure

1
RWhat is the effect of as though it were a fragile bird? Explain it in one sentence.
2
FName the device in the sea rose like a grey wall. Write the word only.
3
PSName the device in the wind howled through the cracked window. Write the word only.
4
RWhat is the effect of the short sentence The lamp had gone out.? Explain it in one sentence.
5
RExplain how the language in thin and desperate affects the reader.
6
RWhich word is a simile in a fragile bird? Explain why, in one sentence.
7
PSWhat effect does the word only have? Use the sentence Somewhere out there, sailors could not see the rocks. Write one sentence.
8
PSWhat is the structure of the text's final paragraph? Write one word: quiet or loud.
9
RWhy does the writer use the phrase Every evening at the start of the text? Explain its effect.
10
PSWhat is the effect of the flame flickered, nearly dying on the reader?
11
RChoose one short sentence in the text and explain its effect in one sentence.
10.5

Reading a play: stage directions, speakers and conventions

Year 6
Explain how stage directions contribute to meaning in a play, and compare texts of one type (Y5-6 reading)
Video lesson: Reading a play: stage directions, speakers and conventionsComing soon
Story. Maya and Roco are at a well in the garden. Grandma is cooking, and the children argue about a wish. Read the play extract, and notice the speakers and the stage directions.

A play is written as dialogue. Each line starts with the speaker's name in capitals. Stage directions, in brackets, tell the actors how to move, speak and feel. They help the reader to imagine the scene.

An original short play extract, with stage directions in brackets.

MAYA: Grandma, is the well really magic? Dad says it is only an old well full of rainwater.

GRANDMA (smiling, and stirring a pot): Magic is a funny word, Maya. Some people say it grants wishes. Others say it only keeps the wishes safe until they are ready.

ROCO (leaning over the stone edge, and grinning): I'm going to wish for a bike, a red one with a bell.

MAYA (pulling him back by his jumper): Careful! You might fall in.

GRANDMA (quietly, to herself): The well listens to the honest wish, and it is patient with the rest.

(Roco turns, looks at the well, and then at Maya. He is silent for a moment.)

ROCO: I think I'll wish for you to be happy, Maya. The bike can wait until another day, and it will still be there.

Key ideas

  • A play lists the speakers by name, in capitals, before each line.
  • Stage directions are in brackets, and describe movement, tone or feeling.
  • Stage directions help the reader imagine the scene, as the audience would see it.
Worked example 10.5.1
What does the stage direction (quietly, to herself) tell the actor to do?

Method. Read the stage direction in brackets, and say what it tells the actor.

  1. Find the direction. The direction is quietly, to herself.
    quietly, to herself
  2. Explain the meaning. It tells the actor to speak softly, as if thinking aloud.
    speak softly
  3. Write the answer.
    speak quietly, as if to herself

Check. The stage direction shows how to speak. ✓

Worked example 10.5.2
What does Roco's silence show? Use the stage direction to explain.

Method. Find the stage direction and the line that follows.

  1. Find the direction. He is silent for a moment.
    silent for a moment
  2. Explain the meaning. The silence shows Roco is thinking, before he changes his wish.
    thinking
  3. Write the answer.
    he is thinking, and has changed his mind

Check. The silence shows Roco is thinking. ✓

Worked example 10.5.3
Which character is named in capitals as the speaker of the line Careful! You might fall in.? Write the name.

Method. Look for the speaker's name before the line.

  1. Find the line. Careful! You might fall in. is the line.
    Careful!
  2. Find the speaker. The name before the line in capitals is MAYA.
    MAYA
  3. Write the answer.
    MAYA

Check. Maya speaks the line. ✓

Watch out

Watch out: the stage directions are not spoken. Read them as instructions that show the scene, not as lines for the speakers.

Exam tip

Grown-up tip. Ask your child to read the play extract aloud, with a different voice for each speaker, and to follow the stage directions.

Exercise 10E  Practice: plays and stage directions

1
FWhich character is stirring a pot? Copy the words from the stage direction.
2
FWhat does Roco want to wish for? Copy the words.
3
FWho says Careful! You might fall in.? Write the name in capitals, as in the play.
4
RWhat does the stage direction (quietly, to herself) show about Grandma? Explain in one sentence.
5
RWhy does Roco look at the well and then at Maya? Use the stage direction to explain.
6
FHow many speakers are named in the play extract? Write the number as a word.
7
RExplain why a play uses stage directions, in one sentence.
8
FWhich word in Careful! You might fall in. shows a warning? Write the word only.
9
PSWhat does Grandma say that the well does with the honest wish? Copy the words.
10
RCompare the play and the myth: both use a sense of magic. Name one way the myth explains a natural thing, in one short sentence.
11
RWhat convention of a myth does the opening Long ago show? Answer in one sentence.

Chapter summary

SkillMethod
Check the textRead again if a sentence does not make sense; use the context for unfamiliar words.
InferWork out a feeling, thought or motive from evidence in the text, and quote the evidence.
PredictUse details the text states and implies to make a sensible guess about what will happen.
Language and structureName the device and explain its effect on the reader: simile, personification, short sentence, quiet ending.
PlaySpeakers are named in capitals; stage directions in brackets tell the actors and the audience what happens.
MythA traditional story, often set long ago, which explains a natural thing through characters and magic.

Can you…?

  • I can check that a text makes sense, and use the context for unfamiliar words
  • I can infer a feeling, thought or motive, with evidence from the text
  • I can predict what will happen, using details the text states and implies
  • I can explain the effect of a simile, a personification and a short sentence
  • I can read a play, and explain how the stage directions add meaning

Key terms

inference
a sensible conclusion the reader draws from evidence in the text
motive
the reason why a character does something
prediction
a sensible guess about what will happen, based on clues
simile
a comparison of two things using like or as
personification
giving human feelings or actions to a thing
stage direction
an instruction in brackets in a play, telling the actors how to move, speak or feel
speaker
the character who says a line in a play, named in capitals
myth
a traditional story that explains a natural thing through characters and magic

Exercise 10Z  Check-up

1
What was Marta's father's job for thirty years? Copy the words from the text.
2
Explain what flickered means in this text: the flame flickered, nearly dying. Write the meaning in your own words.
3
Why does Marta count the steps? Infer her motive.
4
Who is the hunter in the myth? Copy the name.
5
What is the effect of the sea rose like a grey wall? Explain in one sentence.
6
Name the speaker of I think I'll wish for you to be happy, Maya. Write the name in capitals.
7
Predict what the Moon will do, using a clue from the myth.
8
What does the stage direction (Roco turns, looks at the well, and then at Maya.) tell the actor to do? Write one word.
9
How does Roco feel at the end of the extract? Infer one feeling, with evidence.
10
Explain in one sentence why the myth is a myth, not a true story.

Total 18 marks. Allow about 18 minutes.

Exercise 10X  Practice test questions

1
FRead the text about Marta. Copy the words that show how many steps she climbed. Write the words only.[1 mark]
2
PSIn the text, what does desperate mean in thin and desperate? Write the meaning in your own words.[2 marks]
3
RWhy does Marta count each step? Infer her motive, with evidence from the text.[2 marks]
4
RWhat is the effect of the simile the sea rose like a grey wall? Explain in one or two sentences.[2 marks]
5
FWho asked the Moon why she burned so hard? Write the name only.[1 mark]
6
FWhich character speaks the line Careful! You might fall in.? Write the name in capitals, as in the play.[1 mark]
7
RExplain what the stage direction (quietly, to herself) tells the actor to do, and why it helps the audience. Use two sentences.[3 marks]
8
PSPredict what the Moon will do next, using a clue from the myth. Write one sentence.[2 marks]
9
RExplain one way the writer builds tension in the lighthouse text, using a short sentence. Write one or two sentences.[2 marks]
10
RWhy does the myth explain that the Moon shines softly? Name one reason the myth gives, using the text.[2 marks]
← Chapter 9: Brackets, dashes, commas and speechChapter 11: Reading poetry and non-fiction, and comparing texts →

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