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A Weekend in Clauses
Revise an original camping diary using simple, compound, complex, and compound-complex sentences to clarify relationships.
Grade 7ELAInteractive · Printable
Aligned toL.7.1.b
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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, Short answer
About this worksheet
What students practice
- Students choose among four sentence structures to express relationships between ideas.
- Students explain how independent and dependent clauses control emphasis and meaning.
- Students revise sentences while preserving intended relationships.
How to use
Read the diary, then have students count clauses and consider each intended relationship before choosing a revision. Use the final response to discuss emphasis.
Curriculum
Common Core standard covered
Choose simple, compound, complex, or compound-complex sentences to show how ideas relate.
Preview
OwlSheets.com
A Weekend in Clauses
Choose sentence structures that make a diary’s ideas connect clearly.
Read and Examine
Read the diary. An independent clause can stand alone; a dependent clause cannot. Judge sentence structure by clauses, not by length.
Sunday Notes from Site Twelve
1Friday evening, I claimed the campsite’s only flat rock as my writing desk. My cousin Nikhil wanted our weekend to include a long hike, an early breakfast, and a careful inspection of every trail sign. I wanted an empty schedule. Before we unpacked the car, I had already written “do nothing” across Saturday’s page. Nikhil leaned over my notebook and asked whether doing nothing required special equipment.
2Our tent stood between two pines. Nikhil and I spread our sleeping bags inside. The uneven ground made my pencil roll toward his pillow whenever I put it down. I shifted my notebook onto my knees, but the words came slowly. At home I had imagined filling pages with brilliant observations. Here I could describe only the same crooked root in three different ways.
3On Saturday morning, Nikhil unfolded the trail map beside our breakfast bowls. His finger traced a route toward a lookout, then paused at a shorter loop. He offered the shorter route without asking me to defend my empty schedule. I agreed to walk as far as the first junction. My notebook stayed in my jacket pocket, where its stiff corner pressed against my wrist.
4At the junction, we stopped beside a fallen trunk. Although I had agreed to walk only that far, I asked to continue to the lookout. Nikhil folded the map into a narrow rectangle. A loose strap tapped against his water bottle as we started up the next stretch.
5By Sunday morning, the notebook held a pressed leaf, a sketch of the lookout, and a list of sounds I could not identify. The page marked “do nothing” was crowded with arrows and additions. I had not followed Nikhil’s full schedule, and he had not followed mine. While we packed the tent, we discussed another weekend, but this time neither of us started with a list. I left the last page blank for now.
- A. The narrator’s request must happen before the agreement.
- B. The earlier agreement explains why the narrator needs to stop.
- C. The narrator’s new request contrasts with the earlier agreement.
- D. The earlier agreement depends on reaching the lookout.
At the junction, we stopped beside a fallen trunk.Although I had agreed to walk only that far, I asked to continue to the lookout.Nikhil folded the map into a narrow rectangle.A loose strap tapped against his water bottle as we started up the next stretch.
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