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A Wall of Shared Stories: Style and Tone worksheet preview

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A Wall of Shared Stories: Style and Tone

Edit an article about a community mural, identifying shifts in tone and choosing revisions that fit the audience and purpose.

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
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify shifts in style and tone within an article.
  • Students revise sentences to maintain a consistent voice for a specific audience and purpose.
  • Students explain how word choices affect consistency of tone.

How to use

Read the article and identify its intended voice. Complete the editing tasks, then discuss how a friendly invitation can differ from a neutral news article.

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

A Wall of Shared Stories: Style and Tone

Edit a community article so its voice stays consistent.

Identify the Voice

The article is intended for a community newsletter. Its voice should be clear, neutral, and respectful. One sentence breaks that pattern.

A Wall of Shared Stories

1A blank wall beside the community center's outdoor court is becoming a record of neighborhood life. Residents have begun painting a mural based on objects and experiences they associate with the area. The project began when the center invited people to suggest ways to improve the court without changing its use.

2At the first planning session, residents submitted sketches on small cards. Their ideas were ridiculously awesome, and the whole plan was basically a total win. The planning group arranged the cards by subject on a long table. Participants then discussed which images could be combined into a design that would remain clear from across the court.

3Not every suggestion could fit on the wall. A large drawing of a family gathering would have covered several smaller images, so its creator agreed to include just the gathering's patterned tablecloth. Another resident proposed an image of work gloves to represent the people who maintain shared spaces. Both details appear in the final design.

4Before painting began, volunteers practiced on scrap panels. Artist Dalia Rios demonstrated how to fill a broad area without covering its outline. Younger participants worked on lower sections, while adults painted areas that required ladders. Volunteers also kept a written list of colors so that people arriving on different days could continue the same sections.

5The mural is not yet complete. A notice beside the court explains the design and lists the remaining painting sessions. Residents who cannot paint may help prepare supplies or record short explanations of the images. Those explanations will appear in a printed guide available inside the center when the finished mural is presented.

1.
Which statement best identifies the style problem in paragraph 2?
  • A. A personal complaint interrupts the description of the planning session.
  • B. Slang and exaggerated praise interrupt otherwise neutral reporting.
  • C. Technical painting language makes the planning process difficult to follow.
  • D. A formal command interrupts the account of residents sharing ideas.
2.
Underline the sentence from paragraph 2 that provides the clearest evidence for your answer to question 1.

At the first planning session, residents submitted sketches on small cards.Their ideas were ridiculously awesome, and the whole plan was basically a total win.The planning group arranged the cards by subject on a long table.Participants then discussed which images could be combined into a design that would remain clear from across the court.

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