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What the Totals Left Out worksheet preview

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What the Totals Left Out

Use a student essay comparing two class-trip fundraisers to practice narrative viewpoint, dialogue, pacing, sensory detail, and reflection.

Grade 8ELAInteractive · Printable

Aligned toW.8.3

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 15 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 organize connected narrative events around a consistent point of view and a meaningful conflict.
  • Students use dialogue, varied pacing, and sensory details to develop an important narrative moment.
  • Students craft a conclusion that reflects on an experience comparing two class-trip fundraisers.

How to use

Read the model essay and complete the craft tasks. Then use the planning frames to draft a new scene about the same two fundraising methods.

Curriculum

Common Core standard covered

W.8.3

Craft a narrative about real or imagined events, with a clear point of view, dialogue, pacing, sensory language and a conclusion that reflects on the experience.

Preview

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Name Date

What the Totals Left Out

Shape a comparison of two class-trip fundraisers into a narrative.

Read the narrative comparison

This student essay compares two ways to raise money for a class trip by telling what happened during each fundraiser. Notice how events shape the narrator’s judgment.

Two Ways to Fill the Trip Envelope

1For my comparison essay, I planned to judge our class-trip fundraisers by one question: which earned more? Our class had tried a custom-button booth and a sponsored jump-rope session. I had organized the booth; Jalen had coordinated the jumping. Before opening my notebook, I expected the booth’s larger total to settle the comparison. Then I found the bent button backing I had tucked between two pages.

2On booth day, our table glittered with circles of colored paper. The button press made a satisfying clunk each time I pulled its handle. With customers waiting, I kept the press beside me and gave everyone else the quieter jobs. Esme cut designs while Jalen sorted coins. When Esme reached for the handle, I slid another stack of paper toward her.

3“Could I make the next one?” she asked. “I’ve watched you do six.” I started to explain how easily a backing could bend. Then the customer at the front pointed past me. “I’d like her mountain design.” Esme’s scissors stopped. I moved my chair, but I kept one hand hovering beside the press. The next button came out smooth, its mountain centered beneath the clear cover.

4A week later, the jump-rope session began in the gym. Jalen taped a rotation list to the wall, and I took a turn recording completed rounds. Ropes slapped the floor in uneven bursts. When my counting fell behind, Jalen asked, “Want me to call the rounds while you mark them?” We found a rhythm: his voice, my pencil, the thud of sneakers. After three rounds, we switched jobs. I did not need to guard the clipboard.

5The button booth raised more money after expenses, although its supplies cost more at the start. The jump-rope session brought in less, but more classmates took turns leading it. I wrote both results in my notebook. Beside the booth total, I added Esme’s name. Beside the jump-rope total, I drew the rotation list. Neither note changed the amount in our trip envelope.

6Those notes did change my essay. I still compared earnings and preparation, but I also described who got to participate. Looking at the bent backing, I remembered how carefully I had protected a job someone else was ready to learn. The next fundraiser might need a button press or a gym floor; either way, I wanted my first task to be making room.

1.
Which additional basis for comparison does the narrator develop through the two experiences?
  • A. How well each event could attract customers from outside the school.
  • B. How widely each event shared responsibility among the classmates.
  • C. How easily each event could be repeated during the following year.
  • D. How much practice each event required before classmates could begin.
2.
In paragraph 5, underline the sentence that directly compares the classmates’ opportunities to lead.

The button booth raised more money after expenses, although its supplies cost more at the start.The jump-rope session brought in less, but more classmates took turns leading it.I wrote both results in my notebook.Beside the booth total, I added Esme’s name.Beside the jump-rope total, I drew the rotation list.Neither note changed the amount in our trip envelope.

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