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Canyon Blog: Put Details in Place
Revise a canyon travel blog to recognize misplaced and dangling modifiers and place phrases and clauses clearly.
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, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students recognize misplaced and dangling modifiers in sentences.
- Students place phrases and clauses beside the words they describe.
- Students revise modifiers while preserving a sentence's intended meaning.
How to use
Read the blog for context, then have students edit the draft sentences. Discuss how modifier placement changes meaning before students write their own revisions.
Curriculum
Common Core standard covered
Place phrases and clauses well in a sentence, and recognize and fix misplaced and dangling modifiers.
Preview
OwlSheets.com
Canyon Blog: Put Details in Place
Revise phrases and clauses so readers know exactly what you mean.
Read for Meaning
Read the travel blog. Use its details to interpret the draft sentences.
Beyond the First Overlook
1Our family reached the canyon just after breakfast. While Dad bought our trail permit, I studied the route map beside the visitor center. My younger brother, Rafi, counted the water bottles in his backpack. Mom zipped her jacket and waited by the trail entrance.
2I had planned to write a travel blog about the trip, but my first notes sounded like a list: red cliffs, narrow path, enormous view. At the first overlook, I noticed a twisted tree growing from a crack in the rock. Its roots seemed to grip the edge like fingers. Rafi wanted a photograph beside it, but we stayed behind the railing. Dad photographed the tree with his camera while I described its shadow in my notebook.
3Farther along, we met a guide wearing a yellow hat. She pointed toward a distant bend and explained where the marked trail would take us. Rafi handed Mom a brochure that showed the shorter route. Because the afternoon would be warm, we chose that route rather than the longer loop. I tucked the brochure into my jacket pocket so I could check the place names later.
4At a shaded rest area, Mom unpacked sandwiches wrapped in blue paper. We ate on a bench facing the canyon. A pair of hikers passed us carrying walking poles, and Rafi asked whether poles made climbing easier. Dad said they could help some hikers keep their balance. After lunch, Rafi borrowed Dad's binoculars to examine a rock formation across the canyon. I sketched its uneven outline instead.
5Back at our lodging, I reread my notes before posting anything. One sentence made it sound as if my notebook had walked down the trail. Another seemed to give the canyon a yellow hat. Rafi laughed, then helped me move the describing phrases beside the right words. The revised post included fewer descriptions than my first draft, but readers could picture what had actually happened. I kept the crooked tree in the opening and saved the sandwiches for later.
- A. Studying the route map, Mom found the trail entrance easily.
- B. Studying the route map, I found the trail entrance easily.
- C. Studying the route map, Dad found the trail entrance easily.
- D. Studying the route map, Rafi found the trail entrance easily.
Our family reached the canyon just after breakfast.While Dad bought our trail permit, I studied the route map beside the visitor center.My younger brother, Rafi, counted the water bottles in his backpack.Mom zipped her jacket and waited by the trail entrance.
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