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Camping Diary: Who Does That Mean? worksheet preview

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Camping Diary: Who Does That Mean?

Edit a camping-weekend diary to identify ambiguous pronouns, clarify missing antecedents, and preserve the writer's intended meaning.

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, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students recognize pronouns with missing or ambiguous antecedents.
  • Students replace vague pronouns with specific nouns while preserving the intended meaning.
  • Students explain why a pronoun reference is clear or unclear.

How to use

Read the diary first, distinguishing the writer's rough sentences from the surrounding explanation. Then complete the editing tasks and discuss how revisions preserve meaning.

Curriculum

Common Core standard covered

L.6.1.d

Recognize and fix vague pronouns whose antecedents are unclear or ambiguous.

Preview

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Name Date

Camping Diary: Who Does That Mean?

Recognize vague pronouns and revise them for clear meaning.

Read the Diary

An antecedent is the word or phrase a pronoun refers to. Read this diary entry, including the rough sentences the writer plans to revise.

Sunday Evening: Before I Forget

1Our camping weekend ended this afternoon, and I, Dalia, am writing before the details blur together. My brother, Farid, and my cousin, Tomas, shared the larger tent beside mine. In Friday’s hurried notes, I wrote, “Farid handed Tomas the mallet after he finished unpacking.” Both of them had unpacked supplies, so a reader could not tell which person I meant.

2I remember the moment clearly now: Farid finished unpacking and then passed the mallet to Tomas. The sentence needs Farid’s name, even if repeating a name sounds less elegant. My diary is supposed to preserve what happened, not leave next month’s version of me guessing. I drew a box around the sentence to remind myself to repair it.

3Saturday’s breakfast produced another confusing note: “The pan rested beside the stove until it cooled.” I meant that the pan cooled before I washed it; the stove was already cool. The breakfast itself was easier to understand than my description. We ate oatmeal from mugs because I had packed the bowls underneath our sleeping bags.

4Later, I wrote, “At the campground, they said quiet hours began at ten.” Actually, I had read the rule on a notice beside the water station. No one had announced it to us. Giving the notice credit would make the entry more accurate and remove a mysterious group of people from the weekend.

5Not every pronoun needs replacing. “I rolled my sleeping bag and strapped it shut” makes sense because only the sleeping bag can be rolled and strapped shut in that sentence. Before packing my notebook, I circled the rough lines that needed work. I want to remember the weekend’s small disasters without creating new ones on the page.

1.
Why is “he” ambiguous in the rough sentence in paragraph 1?
  • A. It could refer to the mallet or the supplies.
  • B. It could refer to both boys as a group.
  • C. It could refer to Dalia or her notebook.
  • D. It could refer to either Farid or Tomas.
2.
Underline the sentence from paragraph 1 that directly explains why either boy could be the person who finished unpacking.

Our camping weekend ended this afternoon, and I, Dalia, am writing before the details blur together.My brother, Farid, and my cousin, Tomas, shared the larger tent beside mine.In Friday’s hurried notes, I wrote, “Farid handed Tomas the mallet after he finished unpacking.”Both of them had unpacked supplies, so a reader could not tell which person I meant.

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