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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
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
OwlSheets.com
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.
- 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.
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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