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Words That Make a Fundraiser Plan Work worksheet preview

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Words That Make a Fundraiser Plan Work

Build academic and fundraising vocabulary through a student email, context clues, precise word choices, and meaning checks.

Grade 8ELAInteractive · Printable

Aligned toL.8.6

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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, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students interpret academic and fundraising vocabulary using context and supplied reference entries.
  • Students use precise vocabulary to explain budgets, responsibilities, and decisions in a planning email.
  • Students identify and resolve vocabulary uncertainties that affect understanding of a plan.

How to use

Have students read the email independently and annotate unfamiliar words. Complete the vocabulary tasks, then discuss how a misunderstood term could change the fundraiser plan.

Curriculum

Common Core standard covered

L.8.6

Learn and use grade-level academic and subject-specific words and phrases, and build vocabulary when a word is key to understanding.

Preview

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Name Date

Words That Make a Fundraiser Plan Work

Interpret and use precise vocabulary in a student planning email.

Read and Interpret

Read the email. Use its details to determine what the planning terms mean.

Subject: Puzzle Challenge—Before We Announce It

1To: Zadie | From: Ishan Thanks for drafting the invitation for our puzzle challenge fundraiser. Teams would pay an entry fee to solve original logic puzzles, and the money left after costs would support student activity scholarships. Before we send anything, we need to assess the plan’s feasibility. Can we actually carry it out with the time, space, and volunteers available?

2The activities coordinator has offered us the cafeteria on Thursday. We have permission to use its tables, but we cannot attach clues to the walls. Only three volunteers are available, and each puzzle station needs one volunteer to check answers. Your draft lists six stations running at once. We could instead run three stations and rotate teams through them.

3Our budget also needs clearer labels. Revenue means all the money the event brings in before we subtract expenses. Entry fees would be our main source of revenue; printing and supplies would be expenses. Net proceeds are the amount remaining after those expenses are paid. We should describe the scholarship donation as net proceeds, not promise to donate every dollar collected.

4Could you solicit donations of pencils and scrap paper from families? By solicit, I mean request, not purchase. These would be in-kind contributions: useful goods rather than money. Please make participation optional and explain exactly how we would use the materials. We should also allocate a small portion of the budget to replacement supplies instead of assigning all our funds to printing.

5We need a contingency plan in case we lose access to the cafeteria. The coordinator can tell us whether a classroom would be available as an alternative. Meanwhile, let’s designate one person to collect fees and another to record each payment. After the event, those students can reconcile the records by comparing the payment list with the cash total and investigating any difference.

6Finally, our invitation should be transparent about where the funds will go. It should name the scholarship purpose and explain that event costs come out first. I can draft a short explanation for you to review. If any budget term still seems uncertain, let’s verify its meaning before using it in the invitation. A polished message will not help if readers misunderstand what we are promising.

1.
In paragraph 1, assessing the plan’s “feasibility” means deciding whether the plan is—
  • A. more entertaining than other school activities.
  • B. practical with the resources students have.
  • C. likely to earn the largest possible donation.
  • D. described in language that sounds professional.
2.
Underline the sentence from paragraph 2 that identifies a staffing limit students must consider when judging feasibility.

The activities coordinator has offered us the cafeteria on Thursday.We have permission to use its tables, but we cannot attach clues to the walls.Only three volunteers are available, and each puzzle station needs one volunteer to check answers.Your draft lists six stations running at once.We could instead run three stations and rotate teams through them.

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