OwlSheets
Canyon Blog: How Sentence Parts Work worksheet preview

Worksheet

Canyon Blog: How Sentence Parts Work

Analyze how phrases and clauses add descriptions, conditions, comparisons, and essential information to a canyon travel blog.

Grade 7ELAInteractive · Printable

Aligned toL.7.1.a

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, Short answer

About this worksheet

What students practice

  • Students distinguish phrases from clauses by examining subjects and verbs.
  • Students explain how phrases and clauses function in particular sentences.
  • Students explain how changing a phrase or clause changes a sentence's meaning.

How to use

Read the blog post first. Have students analyze each quoted word group in its full sentence, then explain the effects of sentence revisions.

Curriculum

Common Core standard covered

L.7.1.a

Explain what phrases and clauses do in general and in particular sentences.

Preview

OwlSheets.com

Name Date

Canyon Blog: How Sentence Parts Work

Examine how phrases and clauses shape a travel post.

Read the Blog Post

Read this family travel post. Notice how groups of words connect ideas and add detail.

A Canyon Beyond the Camera Frame

1My plan for our family canyon trip was simple: to photograph every overlook. I had marked the stops on a folded map and imagined a blog full of sweeping views. My younger brother, Rafi, wanted close-ups of small things. Dad suggested leaving room for surprises, which sounded to me like traveling without a plan.

2At the first overlook, the canyon seemed wider than I had imagined. Its walls were striped with rusty red and pale gold. Rafi studied a crack in the stone beside the path while I searched for an angle without railings. The camera strap caught on my jacket, and Dad waited without checking his watch.

3The person whose hat kept flapping in the wind was my aunt, Celina. She stood perfectly still near the viewing platform. Her favorite part was listening to the echoes. I asked what she could hear beyond our conversations, but she held up one finger. For a moment, even Rafi stopped describing the crack.

4Our map showed another overlook farther along the rim. If the shuttle arrived before noon, we would visit the eastern overlook. Dad set our water bottles on a bench. A breeze lifted one corner of the map.

5The shuttle arrived at twelve fifteen, so we stayed where we were. I was disappointed until Rafi handed me his camera. His pictures showed the grain of the railing, a twisted root, and Celina's windblown hat. The surprise was that his photographs made the place seem larger, not smaller. We talked about what each picture revealed. My own pictures, despite their dramatic backgrounds, looked strangely similar.

6For the final blog entry, I placed one wide view beside three close-ups. To choose only one kind of image would leave out half our experience. I kept the missed shuttle in the story because it explained the unexpected pause. The post was ready, but its title was not. Rafi suggested “Things Outside the Frame.” I typed it above the pictures and closed the map.

Analyze the Connections

Choose the best answer unless the question asks you to underline a sentence. Analyze each quoted group as a whole.

1.
How does a dependent clause in paragraph 4 connect the shuttle's arrival with the family's proposed visit?
  • A. It reports the result of the family's visit to the eastern overlook.
  • B. It sets a condition for the family to visit the eastern overlook.
  • C. It describes the shuttle that served the eastern overlook.
  • D. It explains why the family preferred the eastern overlook.
2.
In paragraph 4, underline the sentence containing the clause that makes the visit depend on the shuttle arriving by a particular time.

Our map showed another overlook farther along the rim.If the shuttle arrived before noon, we would visit the eastern overlook.Dad set our water bottles on a bench.A breeze lifted one corner of the map.

3.
In “My plan for our family canyon trip was simple: to photograph every overlook,” what does “to photograph every overlook” contribute?
  • A. It names the activity that makes up the narrator's plan.
  • B. It tells why the family chose this particular canyon.
  • C. It describes how the narrator operated the camera.
  • D. It identifies when the family completed the trip.
4.
Read: “At the first overlook, the canyon seemed wider than I had imagined.” What is the function of “than I had imagined”?
  • A. It describes the location of the first overlook.
  • B. It explains the cause of a change in the canyon.
  • C. It identifies which canyon the family was visiting.
  • D. It compares the actual view with the narrator's expectation.
5.
Read: “Its walls were striped with rusty red and pale gold.” Which explanation of “with rusty red and pale gold” is accurate?
  • A. It is a clause that compares two different walls.
  • B. It is a phrase that adds information about the stripes' colors.
  • C. It is a phrase that names who observed the walls.
  • D. It is a clause that tells what the walls did.
6.
Read: “The person whose hat kept flapping in the wind was my aunt, Celina.” How does “whose hat kept flapping in the wind” function?
  • A. It helps identify the person by describing her hat.
  • B. It tells when Celina became the narrator's aunt.
  • C. It gives a reason for Celina's decision to stand still.
  • D. It names the main action performed by the person.
7.
Read: “Her favorite part was listening to the echoes.” How does “listening to the echoes” function?
  • A. It completes the statement by naming what her favorite part was.
  • B. It supplies a second independent statement about Celina.
  • C. It introduces a condition for enjoying the canyon visit.
  • D. It modifies “echoes” by explaining where they came from.

Evaluate Sentence Choices

Consider both structure and meaning. Use complete sentences for the written responses.

8.
Read: “We talked about what each picture revealed.” What is the function of “what each picture revealed”?
  • A. It modifies “we” by identifying the speakers.
  • B. It acts as the object of “about,” naming the topic discussed.
  • C. It states the time when the conversation happened.
  • D. It gives a condition that limited the conversation.
9.
Read: “The surprise was that his photographs made the place seem larger, not smaller.” A student calls “that his photographs made the place seem larger, not smaller” a describing clause modifying “photographs.” Which correction is accurate?
  • A. The phrase modifies “surprise,” describing its physical appearance.
  • B. The clause modifies “place,” identifying which canyon they visited.
  • C. The clause completes “was,” explaining what the surprise was.
  • D. The phrase completes “made,” naming who took the photographs.
10.
Read: “My own pictures, despite their dramatic backgrounds, looked strangely similar.” What would be lost if “despite their dramatic backgrounds” were removed?
  • A. The explanation that the backgrounds caused the pictures' similarity.
  • B. The comparison between the backgrounds in two particular photographs.
  • C. The sentence's subject, which identifies the pictures being discussed.
  • D. The contrast between impressive backgrounds and similar-looking pictures.
11.
Read: “To choose only one kind of image would leave out half our experience.” Which analysis of “To choose only one kind of image” is correct?
  • A. It is a dependent clause describing the noun “experience.”
  • B. It is a prepositional phrase explaining the word “half.”
  • C. It is an infinitive phrase functioning as the sentence's subject.
  • D. It is an independent clause stating a complete thought.
12.
Read: “The post was ready, but its title was not.” Which explanation best describes the sentence's structure?
  • A. “But” introduces a phrase that describes the finished post.
  • B. The second group depends on the first because it lacks a verb.
  • C. “But” joins two independent clauses and signals a contrast.
  • D. The first group is a phrase because “ready” is not an action.
13.
Compare “We talked about what each picture revealed” with “We talked about each picture.” Identify the object of “about” in each version. Explain why one object is a clause and the other is a phrase, and describe the difference in meaning.
14.
Compare “Rafi studied a crack in the stone beside the path while I searched for an angle without railings” with “Rafi studied a crack in the stone beside the path, and I searched for an angle without railings.” Explain the function of the clause beginning with “while” in the original. Then explain how replacing “while” with “and” changes the clause structure and the connection between the actions.

Related worksheets