• Quick retrieval from earlier learning (Colons and dashes before an explanation or list (SAT)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What punctuation (if any) belongs at [?] The festival offers three things [?] music, food and fireworks. (: / ; / no punctuation) → :Prompt: Is everything BEFORE [?] a complete sentence? If not, don't use a colon.
2. In which sentence does [?] need this: :? (The scientist — who had worked on the project for a decade [?] finally published her results. / The hikers faced one serious problem [?] the bridge had collapsed. / Ana packed [?] a tent, a stove, two maps and a first-aid kit.) → The hikers faced one serious problem [?] the bridge had collapsed.Prompt: Is everything BEFORE [?] a complete sentence? If not, don't use a colon.
3. What punctuation (if any) belongs at [?] Ana packed everything she needed [?] a tent, a stove, two maps and a first-aid kit. (: / ; / no punctuation) → :Prompt: Is everything BEFORE [?] a complete sentence? If not, don't use a colon.

• Read a short passage with no punctuation and let the class hear why it's confusing.
• Share the objective: Punctuating such as, including and supplements (SAT). 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 completes the text so that it conforms to the conventions of Standard English? Animals ___ camels can survive for weeks without drinking.
• Step 1: Non-essential 'such as/including' phrases take commas; essential ones don't; colons introduce lists or explanations only after a complete clause.
• Step 2: Here 'such as camels' is essential to the meaning (only animals like camels), so no commas.
• Step 3: So the answer is: such as
• Answer: such as
• 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. Is this sentence correct in formal written English (SAT/ACT style)? Several planets, including Jupiter and Saturn, have dozens of moons. (correct / incorrect) → correctPrompt: Is the 'such as / including' information extra (non-essential) or needed to identify the group?
2. Which choice completes the text so that it conforms to the conventions of Standard English? The scientist made a startling ___ the comet was mostly ice. (discovery, / discovery / discovery: / discovery; such as) → discovery:Prompt: Is the 'such as / including' information extra (non-essential) or needed to identify the group?

• 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. Which choice completes the text so that it conforms to the conventions of Standard English? The kit contains everything a beginner ___ a tent, a stove and a map. (needs / needs; / needs: / needs, such as:) → needs:Prompt: Is the 'such as / including' information extra (non-essential) or needed to identify the group?
2. Is this sentence correct in formal written English (SAT/ACT style)? Several planets ; including Jupiter and Saturn, have dozens of moons. (correct / incorrect) → incorrectPrompt: Is the 'such as / including' information extra (non-essential) or needed to identify the group?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-11.