• Quick retrieval from earlier learning (Subject–verb agreement across long interruptions (SAT); Punctuating however, therefore and other conjunctive adverbs (SAT); Transitions in academic texts (SAT, advanced)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this sentence correct in formal written English (SAT/ACT style)? Each of the novels in the prize-winning trilogy are told from a different character's point of view. (correct / incorrect) → incorrectPrompt: Strip away everything between the subject and the gap: phrases, clauses, appositives.
2. Is this sentence correct in formal written English (SAT/ACT style)? Bees are vital pollinators; indeed, many crops would fail without them. (correct / incorrect) → correctPrompt: Is there a complete sentence on both sides of the transition word?
3. Is the transition in this text logical? Urban trees provide shade and reduce temperatures. Thus, they can lower a city's energy use in summer. (correct / incorrect) → correctPrompt: Cover the choices. In your own words, how does the second sentence relate to the first?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: ACT-style editing: NO CHANGE or a better option?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The ancient road [was built] by the Romans.
• Step 1: On the ACT, NO CHANGE is right when the original is grammatical, clear and concise; otherwise choose the clearest correct option.
• Step 2: The original is correct.
• Step 3: So the answer is: NO CHANGE
• Answer: NO CHANGE
• 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. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The report, [published in March] shows rising sea levels. (published in March, / NO CHANGE / published in March; / published, in March) → published in March,Prompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
2. Is the proposed edit for the part in brackets the best choice? [Running quickly,] the finish line came into view. → As she ran quickly, (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

• 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 6 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. Is the proposed edit for the part in brackets the best choice? The report, [published in March] shows rising sea levels. → published in March; (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
2. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The novel [was written] in 1925 and is still widely read. (was wrote / had been wrote / NO CHANGE / is written) → NO CHANGEPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.