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Sorry Wrong Number-Guide-Questions

1. The document is a guiding questions worksheet for the play "Sorry, Wrong Number" by Lucille Fletcher. It contains 22 questions about specific passages in the play to help students analyze characters, plot points, themes, and literary devices. 2. The questions guide students to analyze details about the main character Mrs. Stevenson, including her mental state, conflicts, emotions revealed through dialogue and stage directions, and how she perceives herself. 3. The questions also prompt students to summarize key obstacles, plot points, and how suspense is built throughout the play, leading up to the climactic moment in lines 850-871.

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Pauline Karen Concepcion
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2K views3 pages

Sorry Wrong Number-Guide-Questions

1. The document is a guiding questions worksheet for the play "Sorry, Wrong Number" by Lucille Fletcher. It contains 22 questions about specific passages in the play to help students analyze characters, plot points, themes, and literary devices. 2. The questions guide students to analyze details about the main character Mrs. Stevenson, including her mental state, conflicts, emotions revealed through dialogue and stage directions, and how she perceives herself. 3. The questions also prompt students to summarize key obstacles, plot points, and how suspense is built throughout the play, leading up to the climactic moment in lines 850-871.

Uploaded by

Pauline Karen Concepcion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: ___________________ Period:____________________

“Sorry, Wrong Number” by Lucille Fletcher


Guiding Questions/Vocab Log

Words to know before reading:


Operator-

Switchboard-

Invalid (noun)-

Western Union -

VOCAB LOG
Find
Word/Line Guessed Definition/Actual
Querulous

Neurotic

Imperious

Whimpering

Unobtrusively

Answer each question in complete sentences. We will do some of these as a class and some
independently.

1. Lines 1–15: Which descriptive details in the stage directions tell what is lit and what is in darkness
onstage?

2. Lines 28–29: What ideas do you have about Mrs. Stevenson’s character based on the description in
these lines?

3. Lines 80–96: What do the audience and Mrs. Stevenson learn at the same time?
4. Lines 110–125: What details in these lines describe what the audience sees onstage?

5. Lines 176–182: Which stage directions reveal how Mrs. Stevenson feels? Why might she feel that way?

6. Lines 194–200: Tell about Mrs. Stevenson’s conflict and her attempts to resolve it.

7. Lines 235–266: What ideas do you have about why rising action is a fitting term to describe what is
happening in these lines?

8. Lines 289–304: What does the audience see as Mrs. Stevenson dials the phone?

9. Lines 337–349: What words show Duffy’s reaction to Mrs. Stevenson’s call? What effect does the
dramatist want to create?

10. Lines 384–405: What is Mrs. Stevenson revealing to the audience as she speaks to Duffy?

11. Line 401: Use the context of surrounding words to determine the meaning of invalid. What does this
word suggest about how Mrs. Stevenson perceives herself?

12. Lines 415–439: Which words show what Duffy is doing? What do his actions reveal about him?

13. Lines 487–498: What can you infer about Mrs. Stevenson that she herself doesn’t seem to realize?
14. Lines 537–539: What is the sound effect in these lines? What is its significance?

15. Lines 535, 557, 562: What does the word whimper suggest about Mrs. Stevenson?

16. Lines 567–581: Describe the new obstacle Mrs. Stevenson encounters in these lines and how she
handles it.

17. Lines 656–665: What new obstacle is presented in these lines?

18. Lines 683–689: Which words convey emotion in these lines?

19. Lines 759–795: How does this dialogue build suspense?

20. Lines 821–837: How are audiences probably reacting at this point in the play?

21. Lines 850–871: Why is this the climax of the play?

22. Lines 895–898: What does George say and do at the resolution of the plot? What is ironic about that
remark and action?

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