Playscript Reading Comprehension

Year 5 EnglishReading Comprehension8 pages

About this worksheet

Trouble Below Stairs is a two-scene playscript set in Lord Ashworth's basement kitchen in 1885. Mrs Bridges the cook, Clara the scullery maid, Thomas the footman and Mr Hudson the butler search for a missing copper jelly mould. It turns up in the coal scuttle, full of ginger biscuits. Nine questions in three sections follow, for Year 5. Pupils name playscript features, explain stage directions, infer motives and rewrite four lines as a story with speech marks. Model answers fill the last two pages. The questions follow England National Curriculum reading comprehension.

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Curriculum objectives covered

Reading - comprehension

โ€œreading books that are structured in different ways and reading for a range of purposesโ€

Question 1 asks for three layout features of a playscript, and question 9 turns script lines into a story.

Reading - comprehension

โ€œdrawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidenceโ€

Question 5 asks how Mrs Bridges feels, and question 6 asks why Thomas blames Clara, both with evidence.

Reading - comprehension

โ€œchecking that the book makes sense to them, discussing their understanding and exploring the meaning of words in contextโ€

Question 4 asks what stubborn means when Clara says the soot is stubborn to shift.

Reading - comprehension

โ€œprovide reasoned justifications for their viewsโ€

Question 8 asks who is treated most unfairly and wants two pieces of evidence.

What's inside this worksheet

Trouble Below Stairs

A cast list of four and two scenes, The Preparation and The Discovery, with stage directions in brackets and italics.

Retrieve and Structure

Pupils name three playscript features, write what three stage directions tell the actors to do, say why the floor is hard to scrub and choose a meaning for stubborn.

Infer Characters' Feelings and Motives

Pupils explain why Mrs Bridges wrings her hands and why Thomas blames Clara, then tick true or false for two statements about Mr Hudson.

Evaluate and Rewrite

Pupils pick the character treated most unfairly, with two pieces of evidence, and turn the last four lines of Scene 1 into a story passage.

Answers

Accepted answers for every question and a model story version of the four lines.

How teachers use it

Act it in fours

Give each group the four parts and let them perform Scene 2. Pupils who have acted out the stage directions answer question 2 much faster.

Hot-seat Thomas

Before question 6, put a pupil in role as Thomas and let the class question him about the ginger biscuits and the jam on his cuff.

Speech marks lesson

Use question 9 on its own in a punctuation lesson. Turning each stage direction into a reporting clause is harder than it looks.

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