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From Closing Counter to Community Table worksheet preview

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From Closing Counter to Community Table

Analyze gerunds, participles, and infinitives in an original article about a bakery’s bread donations.

Grade 8ELAInteractive · Printable

Aligned toL.8.1.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 8
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students explain the general functions of gerunds, participles, and infinitives.
  • Students identify how verbal phrases function in particular sentences.
  • Students distinguish verbals from main verbs and explain how revisions change their functions.

How to use

Have students read the article and complete the analysis independently. Review the distinction between a verbal’s form and its job before discussing the written responses.

Curriculum

Common Core standard covered

L.8.1.a

Explain what gerunds, participles, and infinitives do in general and in particular sentences.

Preview

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Name Date

From Closing Counter to Community Table

Explain how verbals shape an article about bread donations.

Read and Analyze

Read the article. Identify what each verbal does, not just what ending it has.

The Work After the Last Sale

1At closing time, the front counter of a neighborhood bakery looks almost empty. Behind it, however, another task begins. Unsold bread goes to a community supper program through an arrangement between the bakery and the program’s coordinator. The donation is not simply a matter of carrying a few bags outside. Both groups need clear information about what is leaving the shop.

2Baker Sabine starts with the day’s production notes. A folder holds copies of the bakery’s recipes. She copies ingredient information onto each donation label so the supper staff can check the contents. The labels also include the bakery’s name. Volunteers later compare the labels with the bread inside each bag. A separate notebook records the handoff.

3Sabine considers labeling each bag an essential part of the donation. Her assistant, Idris, has one responsibility, checking the labels against the production notes. Written in large letters, the product names are easy for the receiving staff to find. The notes remain beside the packing table until the bags leave. This arrangement lets either worker check a detail without interrupting the other.

4To donate regularly requires coordination beyond the bakery counter. The supper coordinator gives the driver permission to enter through a side door. On busy evenings, the driver is ready to wait while staff clear a place for the bags. The bakery is donating bread, but the receiving staff must also fit the delivery into their work. Neither group controls the other’s schedule.

5During a recent pickup, a torn label slowed the handoff. Idris replaced the damaged label before the driver left. Holding the corrected bag, Sabine read its contents aloud while Idris checked the notes. Their immediate goal was accuracy, not speed. They finished checking the final bag before moving the cart toward the door, where the driver waited with the empty crates.

6The supper staff suggested adding a space for the pickup time to the notebook. Sabine agreed, and the next entry included it. The change was small, but it gave both groups a shared record of the exchange. By the following week, that extra line had become part of the routine, alongside the ingredient labels and the final check at the counter.

1.
Which conclusion about the bakery’s labels is best supported by paragraph 2?
  • A. They advertise the bakery’s products to future customers.
  • B. They show the driver when each batch of bread was baked.
  • C. They help supper staff review what the donated bread contains.
  • D. They assign each volunteer a particular packing task.
2.
Underline the sentence from paragraph 2 that explicitly connects ingredient labels with the supper staff’s ability to check the contents.

Baker Sabine starts with the day’s production notes.A folder holds copies of the bakery’s recipes.She copies ingredient information onto each donation label so the supper staff can check the contents.The labels also include the bakery’s name.Volunteers later compare the labels with the bread inside each bag.A separate notebook records the handoff.

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