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Canyon Blog: Put the Action in Focus
Edit a canyon travel blog to form active and passive verbs, preserve meaning, and choose which participant to emphasize.
Grade 8ELAInteractive · Printable
Aligned toL.8.1.b
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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
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students identify whether subjects perform or receive actions in active and passive clauses.
- Students form active and passive verbs while preserving tense, agreement, and meaning.
- Students choose verb voice to emphasize a performer or a receiver of an action.
How to use
Have students read the blog, then complete the editing tasks independently. Discuss how changing voice changes sentence focus without changing the event.
Curriculum
Common Core standard covered
Form and use verbs in the active and passive voice.
Preview
OwlSheets.com
Canyon Blog: Put the Action in Focus
Form active and passive verbs while editing a family travel post.
Read and examine
Read this original travel blog. Then examine how its verbs direct the reader’s attention.
What Our Canyon Photos Left Out
1Before our family trip, I imagined a travel blog made entirely of enormous views. I would photograph the canyon, add a few impressive adjectives, and publish something that looked effortless. My cousin Zaidan had a different plan. He wanted our post to include details that would help another family repeat the trip. I agreed to carry a notebook, although I expected the camera to do most of the work.
2At the visitor center, Eleri, my older sister, collected our shuttle tickets while Dad studied the route board. A volunteer pointed out the stop nearest the overlook. We were offered an earlier departure, but we chose the next shuttle so nobody had to rush. In my notebook, I wrote, “The volunteer offered us an earlier departure.” Zaidan suggested keeping both versions until we knew whether the paragraph would focus on our family or the volunteer.
3At the overlook, the canyon stretched beyond the edge of every photograph. My first caption described us unpacking lunch beside the railing. Zaidan suggested a sentence that would keep attention on the canyon instead. I replaced my caption with “The canyon was photographed by three generations of our family.” The railing cast thin shadows across our shoes. I kept the photograph but decided to reconsider the caption during editing.
4Later, wind lifted a corner of our paper route map. Eleri held it down while I clipped it to my notebook. The shuttle driver had warned us about loose belongings, and now I understood the warning. Someone had also left a knitted hat on a bench. We handed it to a staff member rather than guessing who owned it. That evening, my notebook contained practical details I could not have recovered from the pictures.
5Back at our room, we arranged the photos beside the notes. Dad preferred short captions; Zaidan wanted precise ones. I discovered that those goals could work together, but not every sentence needed the same structure. Sometimes I wanted readers to notice the person who acted. Sometimes the ticket, map, or photograph deserved the opening position. Before publishing, I read each sentence aloud and asked what its first words encouraged readers to notice. The canyon supplied the views, but we had to decide how to tell the trip.
- A. It makes the railing the subject receiving the action.
- B. It makes the canyon the subject receiving the action.
- C. It makes the photograph the subject performing the action.
- D. It makes the family the subject performing the action.
My first caption described us unpacking lunch beside the railing.Zaidan suggested a sentence that would keep attention on the canyon instead.I replaced my caption with “The canyon was photographed by three generations of our family.”The railing cast thin shadows across our shoes.
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