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Community Mural: Make References Clear
Edit an article about a community mural by identifying unclear pronoun references and making precise revisions.
Grade 6ELAInteractive · Printable
Aligned toL.6.1.d
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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, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students distinguish clear pronoun references from ambiguous or missing antecedents.
- Students replace vague pronouns with precise nouns while preserving the intended meaning.
- Students explain how a revision makes a pronoun's reference clear.
How to use
Read the draft article, then analyze and revise its references. Have students check that each repair names the intended person, object, or event.
Curriculum
Common Core standard covered
Recognize and fix vague pronouns whose antecedents are unclear or ambiguous.
Preview
OwlSheets.com
Community Mural: Make References Clear
Recognize vague pronouns and revise them without changing the intended meaning.
Read the Draft
An antecedent is the word or phrase a pronoun refers to. This draft article includes an unclear reference. Read it, then examine the sentences closely.
A Wall with Room for Everyone
1The blank wall beside the recreation center faced a busy sidewalk, but few people stopped to notice it. This spring, neighborhood residents proposed a mural showing ordinary moments from community life. The planning group invited students, shop workers, and longtime residents to contribute sketches. Instead of choosing one person's design, the group combined several ideas into a scene stretching across the wall.
2Zadie brought a sketch of people sharing a long table. Farah arrived with a drawing of dancers near the center's entrance. Zadie met Farah beside the wall before she revised the sketch. The planning group displayed both drawings on a folding table.
3Not every suggestion fit easily. Some residents wanted large portraits, while others preferred small scenes with many people. The group made a paper model so residents could compare the choices. After studying the model, the residents requested wider paths between the painted figures. Those spaces would make the separate scenes easier to follow from the sidewalk.
4Before painting began, volunteers cleaned the wall and marked the design with chalk. A center employee checked the work area each morning. The employee also kept the entrance open while volunteers carried supplies around the side of the building. Students painted the lower sections, and experienced adult volunteers handled the higher areas using approved equipment.
5On the final afternoon, the planning group placed the original sketches beside photographs of the finished mural. Visitors could trace how individual suggestions had changed during discussion. Farah noticed that the painted dancers now stood beside Zadie's long table. The two scenes had started on separate sheets of paper; on the wall, the figures appeared to be attending the same neighborhood gathering.
- A. The paragraph places the pronoun before any possible antecedent.
- B. The pronoun refers to a group rather than one person.
- C. The pronoun could refer to either of the two named artists.
- D. The paragraph gives no names for the people making drawings.
Zadie brought a sketch of people sharing a long table.Farah arrived with a drawing of dancers near the center's entrance.Zadie met Farah beside the wall before she revised the sketch.The planning group displayed both drawings on a folding table.
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