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Bread Donations: Details That Belong
Edit an original article about bread donations while identifying, placing, and repairing misplaced and dangling modifiers.
Grade 7ELAInteractive · Printable
Aligned toL.7.1.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 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students place modifying phrases and clauses next to the words they describe.
- Students recognize and repair misplaced and dangling modifiers.
- Students explain how modifier placement affects a sentence’s meaning.
How to use
Read the article, then complete the editing tasks. Have students identify the word each modifier describes before choosing or explaining a revision.
Curriculum
Common Core standard covered
Place phrases and clauses well in a sentence, and recognize and fix misplaced and dangling modifiers.
Preview
OwlSheets.com
Bread Donations: Details That Belong
Place phrases and clauses where their meaning is clear.
Read Like an Editor
Read this article about a fictional bakery. For questions 1–4, examine how descriptive details connect to particular words.
The Bread After Closing
1At Alder Street Bread, the end of the sales day begins another round of work. Owner Sabine Cho sets aside unsold loaves for a neighborhood meal center. Student reporter Inez Duarte visits on Thursday to learn how the donation reaches its destination. Expecting a quick handoff, Inez brings a small notebook. Instead, she finds a process that depends on messages, labels, and carefully divided responsibilities.
2A stack of empty bags rests beside the packing counter. The volunteers select bags that have ingredient labels printed on the front. Each loaf goes into a separate bag. A handwritten checklist hangs above the counter. Sabine explains that the printed information stays with the bread rather than traveling on a loose sheet that someone could misplace. Inez sketches the arrangement in her notebook.
3Before packing begins, meal-center coordinator Darnell Brooks sends a message stating how many loaves the center can use. The bakery sometimes has more bread available than the center needs that evening. Sabine contacts another neighborhood program about the extra loaves instead of adding them to Darnell’s delivery. The amount collected changes, but the volunteers do not have to guess which destination should receive each crate.
4Thursday’s pickup involves a small change. Leena Shah, the volunteer scheduled to collect the bread, cannot arrive until the packing crew has left. To prepare for the later pickup, Sabine places Leena’s crates on a separate shelf. She attaches a card bearing Leena’s name to each crate. Inez notices that the shelf nearest the door holds empty crates, not donations awaiting collection.
5After the pickup, Inez reads her notes back to Sabine. Her first draft says the bakery gives away everything left at closing. Sabine asks her to correct that sentence: the bakery first checks what its partners can accept. Inez crosses out the line and writes a more precise account. The finished article will follow the bread through each handoff, including the decisions that a visitor might overlook while watching someone carry a crate out the door.
- A. It identifies the volunteers according to the information they print.
- B. It identifies the counter according to the supplies placed there.
- C. It identifies the loaves according to the people who receive them.
- D. It identifies the bags according to the information printed on them.
A stack of empty bags rests beside the packing counter.The volunteers select bags that have ingredient labels printed on the front.Each loaf goes into a separate bag.A handwritten checklist hangs above the counter.
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