• Quick retrieval from earlier learning (Fragments and run-on sentences). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this a fragment, a run-on, or a correct sentence? Running down the hill towards the river. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? The cake was delicious, everyone wanted another slice. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
3. Is this a fragment, a run-on, or a correct sentence? Because the bus was late. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Concision: cutting wordiness and redundancy. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: The meeting will begin at 9 a.m. in the morning. Which revision is the most concise?
• Step 1: Concise writing removes redundancy and wordy phrases without losing meaning.
• Step 2: 'a.m.' already means 'in the morning', so the phrase is redundant.
• Step 3: So the answer is: The meeting will begin at 9 a.m.
• Answer: The meeting will begin at 9 a.m.
• 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. In my personal opinion, I think that the new library is very unique. Which revision is the most concise? (Personally, in my opinion, the new library is unique. / In my opinion, I think that the new library is very unique. / I personally think in my opinion that the library is unique. / I think the new library is unique.) → I think the new library is unique.Prompt: Look for words that repeat an idea already expressed.
2. The scientists worked together collaboratively on a joint project. Which revision is the most concise? (The scientists, working together, collaborated jointly. / The scientists worked together collaboratively on a project. / The scientists collaborated together on a joint project. / The scientists collaborated on a project.) → The scientists collaborated on a project.Prompt: Look for words that repeat an idea already expressed.

• 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. The meeting will begin at 9 a.m. in the morning. Which revision is the most concise? (The meeting, at 9 a.m. in the morning, will begin. / The meeting will begin at 9 a.m. in the morning time. / In the morning at 9 a.m. the meeting will begin then. / The meeting will begin at 9 a.m.) → The meeting will begin at 9 a.m.Prompt: Look for words that repeat an idea already expressed.
2. Due to the fact that it was raining, the match was postponed until a later date. Which revision is the most concise? (Because of the fact that it was raining, the match was postponed to a later date. / Owing to the rain that was falling, the match was postponed until a later date in time. / Because it was raining, the match was postponed. / Due to the fact that it was raining, the match was postponed until later.) → Because it was raining, the match was postponed.Prompt: Look for words that repeat an idea already expressed.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.