• Quick retrieval from earlier learning (Organisation: sentence placement and logical order). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. [1] To make a simple compost bin, start with a large container with a lid. [2] Finally, stir the mixture every week and wait. [3] Next, drill small holes in the sides for air. [4] Then add layers of fruit peel, leaves and soil. What is the most logical order? (1, 3, 4, 2 / 3, 1, 4, 2 / 1, 2, 3, 4 / 1, 4, 3, 2) → 1, 3, 4, 2Prompt: Look for time words, 'for example', 'this' or 'these' that refer back to something.
2. A writer wants to add this sentence: "This ability makes them excellent rescue animals." [1] Dogs have an extraordinary sense of smell. [2] They can detect a single drop of scent in a swimming pool of water. [3] Many breeds also have great stamina. Where should the new sentence go? (after sentence 3 / It should not be added. / after sentence 2 / before sentence 1) → after sentence 2Prompt: Look for time words, 'for example', 'this' or 'these' that refer back to something.
3. [1] Tardigrades are tiny animals less than a millimetre long. [2] For example, they have survived the vacuum of space. [3] They are famous for surviving extreme conditions. [4] They can also withstand temperatures close to absolute zero. To make the paragraph most logical, sentence 3 should be placed… (before sentence 1. / where it is now. / after sentence 4. / before sentence 2.) → before sentence 2.Prompt: Look for time words, 'for example', 'this' or 'these' that refer back to something.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Adding, deleting and revising for purpose. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: An essay about the invention of the telephone includes the sentence: "Many people today prefer texting to calling." Should this sentence be deleted?
• Step 1: Add or keep a sentence only if it supports the paragraph's purpose.
• Step 2: So the answer is: Yes, because it shifts away from the invention of the telephone.
• Answer: Yes, because it shifts away from the invention of the telephone.
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. A paragraph explains how coral reefs protect coastlines from storms. The writer considers adding: "Coral comes in many beautiful colours." Should the writer add this sentence? (No, because it repeats information already given. / No, because it does not relate to how reefs protect coastlines. / Yes, because it adds descriptive detail about coral. / Yes, because it explains how storms form.) → No, because it does not relate to how reefs protect coastlines.Prompt: What is the paragraph's main focus or the writer's stated goal?
2. A writer wants to conclude a paragraph about the benefits of cycling to school by emphasising its environmental impact. Which sentence best achieves this goal? (Cycling helmets come in many sizes. / Bicycles were invented in the nineteenth century. / Every journey made by bike instead of car keeps exhaust fumes out of the air we all breathe. / Many pupils enjoy cycling with friends.) → Every journey made by bike instead of car keeps exhaust fumes out of the air we all breathe.Prompt: What is the paragraph's main focus or the writer's stated goal?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 5 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. A paragraph explains how coral reefs protect coastlines from storms. The writer considers adding: "Coral comes in many beautiful colours." Should the writer add this sentence? (No, because it repeats information already given. / Yes, because it adds descriptive detail about coral. / No, because it does not relate to how reefs protect coastlines. / Yes, because it explains how storms form.) → No, because it does not relate to how reefs protect coastlines.Prompt: What is the paragraph's main focus or the writer's stated goal?
2. A report on volcano safety says: "People living near volcanoes should know their evacuation routes." The writer wants to support this with a specific example. Which sentence best achieves this goal? (Some volcanoes are dormant. / Lava is extremely hot. / Volcanoes can be found on every continent. / In 1991, early evacuation saved thousands of lives near Mount Pinatubo.) → In 1991, early evacuation saved thousands of lives near Mount Pinatubo.Prompt: What is the paragraph's main focus or the writer's stated goal?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.