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Bread to Share: Intensive Pronouns
Read about a bakery's bread donations, then identify, choose, and revise intensive pronouns used for emphasis.
Grade 6ELAInteractive · Printable
Aligned toL.6.1.b
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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 6
- Subject
- ELA
- Question types
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students identify intensive pronouns and explain how they add emphasis.
- Students choose intensive pronouns that agree with the words they emphasize.
- Students distinguish intensive pronouns from reflexive pronouns in context.
How to use
Read the article and review the removal test. Have students complete the analysis and editing tasks, then explain their final revision.
Curriculum
Common Core standard covered
Use intensive pronouns, such as myself or themselves, for emphasis.
Preview
OwlSheets.com
Bread to Share: Intensive Pronouns
Use pronouns to emphasize who does the work.
Read and Analyze
An intensive pronoun emphasizes a noun or pronoun: “We ourselves packed the bags.” Removing it leaves the basic meaning intact. A reflexive pronoun receives an action or completes a phrase: “We thanked ourselves.” Removing it changes that meaning.
After the Last Customer
1When the last customer leaves the neighborhood bakery, the work is not quite finished. Some unsold bread goes to a nearby community center, where neighbors can collect it without paying. The donation is part of the closing routine, alongside wiping counters and putting away trays. A student reporting team visited to learn what happens between the final sale and the bread's arrival.
2Bakery owner Suri showed the reporters a stack of empty bags. A handwritten pickup schedule hung beside the back door. Suri herself checked the labels on every donation bag before the driver arrived. The labels listed the kind of bread and its ingredients.
3The routine had taken practice. At first, the bakery packed everything into large boxes, but the center had little counter space for sorting. During a planning meeting, the center's volunteers explained the problem. The bakers themselves suggested smaller bags. Now the center can set the bread out without opening a crowded box and dividing its contents.
4Delivery volunteer Tomas described another change. The pickup time once fell during the bakery's busiest hour, so workers had to pause orders to carry bags outside. Tomas himself proposed collecting the bread after closing. The later pickup gave the staff room to finish serving customers before preparing the donation. The schedule also left enough time for the center to receive the bags.
5Before leaving, the student reporters helped carry the packed bread to the door. They asked whether taking photographs would slow the workers down. Suri pointed to a clear spot beside the counter, away from the bags. The reporters themselves chose to wait until loading was complete. Their article would describe not just the bread, but the small decisions that kept it moving.
- A. It shows that Suri received the checking action.
- B. It emphasizes that Suri personally checked the labels.
- C. It replaces Suri as the subject of the sentence.
- D. It shows that the donation bags belong to Suri.
Bakery owner Suri showed the reporters a stack of empty bags.A handwritten pickup schedule hung beside the back door.Suri herself checked the labels on every donation bag before the driver arrived.The labels listed the kind of bread and its ingredients.
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