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Canyon Travel Blog: Keep the Voice Consistent worksheet preview

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Canyon Travel Blog: Keep the Voice Consistent

Edit a family canyon travel blog to recognize and correct unnecessary shifts in pronoun person and number.

Grade 6ELAInteractive · Printable

Aligned toL.6.1.c

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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 recognize unnecessary shifts in pronoun person and number.
  • Students revise pronouns to maintain a consistent speaker and intended reference.
  • Students distinguish unnecessary pronoun shifts from justified changes in reference.

How to use

Read the draft and its editing notes first. Have students complete the revisions independently, then discuss why some pronoun changes are necessary and others are appropriate.

Curriculum

Common Core standard covered

L.6.1.c

Recognize and fix shifts in pronoun number and person that do not fit.

Preview

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Name Date

Canyon Travel Blog: Keep the Voice Consistent

Recognize and revise unnecessary shifts in pronoun person and number.

Read the Blog Draft

This draft contains intentional errors. Samira narrates the trip. Keep I for Samira alone and we for the family including Samira. Correct shifts without changing who does an action.

A Different View at Every Turn

1I had expected our family’s canyon trip to produce one perfect photograph. Before leaving home, I had made a list of views that I wanted to capture. At the first overlook, you raised your camera and waited for the shadows to move. Instead of finding the picture on my list, I noticed how little of the canyon could fit inside a frame.

2My brother, Dario, wanted to stop at every information panel along the rim. Our parents agreed, so we took turns reading the signs aloud. We learned that the layers visible across the canyon had formed at different times. Whenever we reached another panel, we compared its diagram with the rock faces beyond the railing.

3At lunch, our whole family unfolded a paper map on a picnic table. We marked the overlook we had already visited and traced our route with one finger. Then we discussed whether you had enough time for another stop. The afternoon drive would be long, and none of us wanted to hurry through the final viewpoint.

4I volunteered to write the day’s blog entry while Dario chose photographs. I first described the canyon as enormous, but that word explained almost nothing. I replaced it with details about the narrow river below and the long bands of color across the opposite wall. My parents suggested including the map so readers could follow our route.

5That evening, Dario read my draft from the passenger seat. He pointed out a sentence that sounded as though I had suddenly started talking about the reader instead of our family. I circled it for revision. Outside the window, the canyon had disappeared behind the hills, but I was finally beginning to describe what I had actually seen.

1.
In paragraph 1, what interrupts Samira’s first-person account of her own actions?
  • A. She changes from describing one traveler to describing the whole family.
  • B. She changes from I to you while describing her own camera use.
  • C. She changes from describing her actions to quoting her brother.
  • D. She changes from we to they while describing the family’s plans.
2.
Underline the sentence from paragraph 1 that contains the shift identified in question 1.

I had expected our family’s canyon trip to produce one perfect photograph.Before leaving home, I had made a list of views that I wanted to capture.At the first overlook, you raised your camera and waited for the shadows to move.Instead of finding the picture on my list, I noticed how little of the canyon could fit inside a frame.

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