Worksheet

Two Fundraisers, One Class Trip

Compare two class-trip fundraisers while practicing informative organization, evidence analysis, precise language, and conclusions.

Grade 8ELAInteractive · Printable

Aligned toW.8.2

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Single worksheet
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1 Common Core standard
Printable answer key
14 questions
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Details

Format: Interactive · Printable
Grade: Grade 8
Subject: ELA
Question types: Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students organize an informative comparison around shared criteria.
Students select and analyze relevant evidence using precise language and clear transitions.
Students draft an introduction, a comparison paragraph, and a supported conclusion.

How to use

Read the fictional planning scenario and student draft. Have students complete the revision tasks, then use their written responses to build a revised comparison essay.

Curriculum

Common Core standard covered

W.8.2

Write informative or explanatory texts that examine a topic and convey ideas by choosing, organizing, and analyzing relevant content.

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Two Fundraisers, One Class Trip

Plan and revise an informative comparison using relevant evidence.

Read and evaluate

Read the student essay. All costs and estimates belong to this fictional class planning scenario; they are not research findings.

Postcard Orders or a Trivia Evening?

1Our eighth-grade class is considering two ways to raise money for a class trip: selling student-designed postcards through advance orders or holding a trivia evening. Both proposals involve work outside regular lessons, but they use money, time, and volunteer effort differently. Comparing these features gives classmates a clearer picture than simply asking which event sounds more enjoyable. The estimates below describe plans, not guaranteed results.

2The postcard team would display sample designs and collect paid orders before requesting a print run. Printing would cost $80 for the batch described in the proposal. If all the cards in that batch sold, sales would bring in $240, leaving $160 after printing. The team could reduce the batch if advance orders were low. However, students would still need to check orders carefully, package the cards, and arrange delivery.

3The trivia team would reserve the community room for one evening. The room fee would be $60, and supplies would cost another $40. The room fee would be due before ticket sales began and would not be refunded if the event were canceled. With the proposed ticket sales, the event would bring in $300, leaving $200 after those two expenses. That larger estimate depends on enough people buying tickets; it does not show what the class would earn with a smaller audience.

4The proposals also distribute work differently. Postcard tasks could be completed by small groups on several afternoons, although someone would need to track the orders from start to finish. Trivia would require hosts, ticket checkers, and setup volunteers during the same evening. Students with evening responsibilities could help prepare questions beforehand, but they might not be available to run the event. Neither proposal includes an estimate of total volunteer hours, so the class cannot yet compare how much money each plan might raise per hour of work.

5These differences suggest useful questions for the planning meeting. For postcards, students need to confirm the order deadline and delivery schedule. For trivia, they need to check volunteer availability and likely ticket demand. The projected earnings favor trivia, while advance postcard orders allow the print quantity to respond to demand. A final decision should account for both the money the class might keep and the conditions needed to earn it.

Which comparison does the draft support about money committed before sales are known?

A. Trivia requires a nonrefundable payment, while postcard quantity can follow advance orders.
B. Both teams must pay the full proposed costs before accepting any customer orders.
C. Both teams can adjust every expense after learning how much buyers will spend.
D. Postcard printing requires an earlier payment than the trivia room reservation does.

In paragraph 3, underline the sentence establishing that the trivia team would lose the room payment if it canceled.

The trivia team would reserve the community room for one evening.The room fee would be $60, and supplies would cost another $40.The room fee would be due before ticket sales began and would not be refunded if the event were canceled.With the proposed ticket sales, the event would bring in $300, leaving $200 after those two expenses.

Which revision would most clearly preview the essay's main comparison criteria at the end of paragraph 1?

A. The comparison considers projected earnings, financial commitments, and the timing of volunteer work.
B. The comparison describes the trip destination, the travel schedule, and the activities students expect.
C. The comparison considers which fundraiser classmates enjoy and which activity their families prefer.
D. The comparison explains how students can design postcard pictures and write challenging trivia questions.

A writer wants readers to compare the same feature of both plans immediately. Which body outline best achieves that goal?

A. Trivia finances → trivia supplies → postcard finances
B. Postcard designs → trip activities → trivia questions
C. Postcard finances → postcard work → postcard delivery
D. Both plans' earnings → both plans' commitments → both plans' staffing

Sort these proposed additions by whether they would help explain the financial or staffing differences between the plans.

An estimate of how many students could staff the trivia eveningA description of the view from the class trip destinationA list of songs classmates want to hear during the tripThe printing price for a smaller batch of postcardsA history of the building where the class will stayProjected trivia earnings if fewer tickets are sold

Relevant to the comparison	Outside the comparison's focus

Revise the explanation

Use the draft's evidence. Keep the writing informative rather than persuasive, and distinguish estimates from guaranteed results.

Which sentence best analyzes the projected earnings rather than merely repeating the figures?

A. Trivia's projected ticket sales exceed postcard sales, so its volunteers would work fewer total hours.
B. Postcard printing costs $80, while the trivia room and supplies together would cost $100.
C. Trivia's projected net earnings are $40 higher, but that difference depends on meeting sales estimates.
D. Postcards would bring in $240, and trivia would bring in $300 before the listed expenses.

Which transition most clearly connects these sentences?
“Postcard work can be spread across several afternoons. _____, trivia needs several volunteers at one scheduled event.”

A. In other words
B. As a result
C. For example
D. In contrast

Which revision of “Trivia makes more money” is most precise and appropriately qualified?

A. After collecting the room fee, trivia would provide the class with $300 for its trip.
B. Under the proposed sales estimates, trivia would yield more money after the listed expenses.
C. Based on the different activities, trivia would probably require less effort for each dollar earned.
D. With its evening schedule, trivia would attract more buyers than the postcard sale would.

A classmate adds: “Trivia is obviously the awesome choice because postcards are boring.” Which replacement best maintains a formal, objective style?

A. Postcard sales are less interesting, although they might provide a little money for the trip.
B. Most classmates would prefer trivia, which makes it the sensible fundraising activity.
C. Trivia has higher projected net earnings, while postcards allow more flexible work schedules.
D. Trivia is the superior choice because a live event creates a more worthwhile experience.

10.

The writer wants to add one table so readers can quickly compare the financial estimates. Which set of columns would best serve that purpose?

A. Plan | Ticket color | Printing color | Room decorations
B. Plan | Projected sales | Listed expenses | Projected net earnings
C. Plan | Student names | Meeting dates | Trip activities
D. Plan | Favorite design | Favorite question | Trip destination

11.

Which sentence would best strengthen the conclusion without introducing unsupported information?

A. Comparing expected earnings with payment commitments and staffing needs makes the trade-offs clearer.
B. A third possibility is selling snacks, which could earn more than either proposed plan.
C. Because trivia earns more per volunteer hour, it offers the clearest path to trip funding.
D. Since both proposals involve students, the financial differences matter less than personal preference.

Build a revised comparison

Write original sentences using the fictional scenario. Explain relationships between details instead of listing facts. Do not copy sentences from the earlier answer choices.

12.

Introduction plan: Write two sentences for classmates who have not read the proposals. Introduce both fundraisers and preview two or three shared criteria you will use to compare them. Do not recommend a winner.

13.

Body paragraph: Write four to six sentences comparing the plans' financial benefits and uncertainties. Include at least two accurate numerical details, explain what those details mean, and use a transition to connect the plans. Define net earnings in your explanation.

14.

Conclusion: Write two or three sentences explaining what the comparison reveals and what information the class still needs before deciding. Connect a financial consideration with a staffing consideration. Do not introduce a new fundraiser.