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Camping Diary: Keep a Steady Voice worksheet preview

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Camping Diary: Keep a Steady Voice

Practice consistent style and tone by analyzing and revising a reflective diary entry about a camping weekend.

Grade 6ELAInteractive · Printable

Aligned toL.6.3.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
Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify language that establishes a diary writer’s style and tone.
  • Students revise shifts in style and tone while preserving a sentence’s meaning.
  • Students explain how word choices maintain a consistent voice.

How to use

Read the diary entry, then compare the proposed additions and revisions. Discuss how a writer can describe changing feelings without changing the piece’s overall style.

Curriculum

Common Core standard covered

L.6.3.b

Keep style and tone consistent throughout a piece of writing.

Preview

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Name Date

Camping Diary: Keep a Steady Voice

Revise a diary entry without changing the writer’s style or tone.

Read the Diary

Style is how a writer uses language; tone is the writer’s attitude toward a subject. Read for the diary’s personal, conversational style and thoughtful tone.

Sunday Evening: Back from the Campsite

1I unpacked my sleeping bag this evening, and a few pine needles fell onto my bedroom floor. Yesterday I would have brushed them away without looking. Tonight I left them there while I found this notebook. They reminded me of the place where I finally admitted that I didn’t know what I was doing.

2Before we left on Friday, I pictured myself handling every part of the camping weekend without help. My cousin Dalia had camped before, but I had watched several videos about putting up a tent. That seemed like enough preparation while I was sitting comfortably at home. At the campsite, the loose poles and folded fabric looked much less familiar.

3The tent bag lay open beside the picnic table. I felt embarrassed asking Dalia for help, but I was more tired of pretending I knew what to do. She spread the instructions across her knees. Together, we matched each pole to the drawing and began again.

4By Saturday afternoon, I could recognize which poles belonged together. When Dalia asked me to hold one end while she fastened the other, I paid attention instead of trying to prove something. Later we sat outside with our mugs and listened to the wind moving through the branches. I had expected the best part of camping to be doing something impressive. Instead, I liked having nothing to explain or defend.

5This morning, folding the tent took both of us. My first attempt left a thick roll that wouldn’t fit inside the bag, so we unfolded it and tried a narrower fold. I still want to learn to set it up myself. Next time, though, I’ll read the instructions before deciding I don’t need them. For now, I’m leaving those pine needles on my desk.

1.
Which description best captures the writer’s attitude toward needing help?
  • A. Honest about discomfort with admitting uncertainty
  • B. Annoyed that Dalia interfered with the writer’s plans
  • C. Proud of completing the setup without assistance
  • D. Amused by Dalia’s difficulty following the instructions
2.
Underline the sentence from paragraph 3 that most directly supports your answer to question 1.

The tent bag lay open beside the picnic table.I felt embarrassed asking Dalia for help, but I was more tired of pretending I knew what to do.She spread the instructions across her knees.Together, we matched each pole to the drawing and began again.

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