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Inside a Camping Diary: Phrases and Clauses
Analyze phrases and clauses in a camping diary, including how they describe, explain, and function as sentence parts.
Grade 7ELAInteractive · Printable
Aligned toL.7.1.a
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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, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students distinguish phrases, dependent clauses, and independent clauses.
- Students explain how phrases and clauses function in particular sentences.
- Students analyze how changing a phrase or clause changes sentence meaning.
How to use
Read the diary first, then have students analyze the quoted word groups. Use the final responses to check whether students can explain functions, not just name structures.
Curriculum
Common Core standard covered
Explain what phrases and clauses do in general and in particular sentences.
Preview
OwlSheets.com
Inside a Camping Diary: Phrases and Clauses
Analyze how groups of words build meaning in a weekend diary.
Read and Identify
Read the diary. Analyze each quoted word group as it is used in its sentence.
Sunday Evening: The Notebook Came Home
1Friday afternoon, I packed for our camping weekend as if I were preparing for a test. My cousin, Zareen, packed a deck of cards and one extra sweatshirt. I brought a notebook with a waterproof cover, three pencils, and a schedule that divided Saturday into neat blocks. At the campsite, Uncle Tomas studied my list without commenting. Zareen, our unofficial navigator, pointed toward the tent site. I had planned to finish setting up before sunset, but the folded tent looked nothing like its instruction sheet.
2On Saturday morning, I balanced my notebook beside the wash station. Because water was splashing onto the pages, I moved the notebook into my jacket. Zareen filled the blue container. Uncle Tomas carried our breakfast dishes back to the table. My schedule stayed in my pocket while we figured out which supplies we actually needed. By the time we finished, my carefully timed morning had become a collection of crossed-out plans.
3Walking along the ridge, we found a flat rock overlooking the valley. The trail beyond it curved uphill, but nobody suggested checking the time. Watching the shadows became our afternoon activity. Zareen pointed out a narrow strip of sunlight that moved across the opposite slope. I opened my notebook to sketch the changing view. For once, the empty space on a page seemed useful instead of unfinished. We stayed until our water bottles were nearly empty, then took the marked trail back.
4That evening, I admitted that I had expected the schedule to prevent arguments. Uncle Tomas asked what I had noticed without it. I described the shifting sunlight and the scratchy sound of our tent zipper. Zareen added that we had disagreed about which cards to play, even with an entire evening available. We laughed, and I wrote her comment in the margin.
5Before we left on Sunday, I checked the campsite for loose gear. Although my schedule remained unfinished, I kept it between the diary pages. It recorded what I had expected; the diary recorded what had happened. Next time, I will bring both, but I may leave more space around the plans.
- A. Which notebook had a waterproof cover
- B. Why the narrator moved the notebook
- C. Where Zareen went to fill the container
- D. When Uncle Tomas carried the dishes
On Saturday morning, I balanced my notebook beside the wash station.Because water was splashing onto the pages, I moved the notebook into my jacket.Zareen filled the blue container.Uncle Tomas carried our breakfast dishes back to the table.
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