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Final Whistle: Pronouns for Emphasis worksheet preview

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Final Whistle: Pronouns for Emphasis

Practice intensive pronouns through a girls’ soccer final report. Identify emphasis, check agreement, and revise sentences.

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
  • 13 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 identify intensive pronouns and explain which nouns or pronouns they emphasize.
  • Students use intensive pronouns that agree with the people or groups they emphasize.
  • Students distinguish intensive pronouns from reflexive pronouns in context.

How to use

Read the report and review the removal test. Have students complete the grammar tasks independently, then discuss how emphasis changes a sports report.

Curriculum

Common Core standard covered

L.6.1.b

Use intensive pronouns, such as myself or themselves, for emphasis.

Preview

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Name Date

Final Whistle: Pronouns for Emphasis

Use intensive pronouns in a report about a girls’ soccer final.

Read the report

An intensive pronoun adds emphasis: “The captain herself spoke.” Removing it leaves the basic meaning intact. A reflexive pronoun receives an action that returns to the subject: “The captain introduced herself.”

A Final Decided Together

1The girls’ soccer final between Westfield and Ridgecrest began with both teams moving cautiously. From the press table, student reporter Zadie watched the defenders exchange short passes. Westfield’s captain, Inez, called for patience rather than a quick rush toward goal. The first clear chance came when a Ridgecrest forward sent a low shot just outside the post.

2At halftime, the score remained tied. Westfield’s coach placed a board beside the bench. The players themselves proposed moving their passes toward the sidelines. Inez drew two arrows to show the plan. Before returning to the field, each player checked her laces. The team then formed a brief circle near the touchline.

3The change created more space, but Ridgecrest adjusted quickly. With only a few minutes left, Westfield midfielder Dalia sent a pass down the right side. Inez reached the ball and crossed it toward Tamsin, who scored with one controlled touch. Tamsin herself pointed toward Dalia before joining the celebration, making sure the crowd noticed where the move had started.

4Ridgecrest pressed forward during the remaining minutes. Westfield goalkeeper Selvi caught a high cross, then reminded herself to slow her breathing before releasing the ball. After the final whistle, the players shook hands near midfield. Westfield’s substitutes carried the equipment bags while the starters thanked the officials. Families waited beyond the touchline as both teams gathered their belongings.

5For her report, Zadie asked who deserved credit for the winning play. “We ourselves worked out that passing change,” Inez said, “but it only worked because everyone followed through.” Zadie wrote down the words carefully. Her report would include the goal, but it would also describe the discussion on the bench that helped make the goal possible.

1.
Which statement accurately explains the emphasis in paragraph 2?
  • A. The writer emphasizes the coach’s role in choosing the passing change.
  • B. The writer emphasizes the players’ role in proposing the passing change.
  • C. The writer emphasizes Inez’s role in checking the players’ equipment.
  • D. The writer emphasizes Ridgecrest’s role in planning Westfield’s next move.
2.
Underline the sentence from paragraph 2 whose intensive pronoun supports your answer to question 1.

Westfield’s coach placed a board beside the bench.The players themselves proposed moving their passes toward the sidelines.Inez drew two arrows to show the plan.Before returning to the field, each player checked her laces.

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