• Quick retrieval from earlier learning (Brackets, dashes and commas for parenthesis). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence uses parenthesis correctly? • Our, cat a grumpy old tabby, sleeps all day. • Our cat a grumpy, old tabby sleeps all day. • Our cat, a grumpy old tabby sleeps all day. • Our cat, a grumpy old tabby, sleeps all day. (Our, cat a grumpy old tabby, sleeps all day. / Our cat a grumpy, old tabby sleeps all day. / Our cat, a grumpy old tabby sleeps all day. / Our cat, a grumpy old tabby, sleeps all day.) → Our cat, a grumpy old tabby, sleeps all day.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
2. Which sentence uses parenthesis correctly? • Mr Diaz our head teacher, plays the drums. • Mr Diaz, our head teacher, plays the drums. • Mr, Diaz our head teacher plays the drums. • Mr Diaz, our head teacher plays the drums. (Mr Diaz our head teacher, plays the drums. / Mr Diaz, our head teacher, plays the drums. / Mr, Diaz our head teacher plays the drums. / Mr Diaz, our head teacher plays the drums.) → Mr Diaz, our head teacher, plays the drums.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
3. Which sentence uses parenthesis correctly? • The volcano – which last erupted in 1902 is now quiet. • The volcano which – last erupted in 1902 – is now quiet. • The volcano – which last erupted in 1902 – is now quiet. • The – volcano which last erupted in 1902 – is now quiet. (The volcano – which last erupted in 1902 is now quiet. / The volcano which – last erupted in 1902 – is now quiet. / The volcano – which last erupted in 1902 – is now quiet. / The – volcano which last erupted in 1902 – is now quiet.) → The volcano – which last erupted in 1902 – is now quiet.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.

• Read a short passage with no punctuation and let the class hear why it's confusing.
• Share the objective: Dashes and ellipses for effect. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: "I think… I think I've seen this place before," she whispered. What does the ellipsis (…) show?
• Step 1: A single dash can add emphasis or a dramatic pause; an ellipsis shows hesitation, an unfinished thought or suspense.
• Step 2: So the answer is: Hesitation or a trailing pause in speech.
• Answer: Hesitation or a trailing pause in speech.
• 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. I opened the box slowly – it was empty. What is the effect of the dash? (It joins two words into one. / It creates a pause before a surprising reveal. / It shows a list is coming. / It shows the words are a quotation.) → It creates a pause before a surprising reveal.Prompt: Read the sentence aloud. Where do you pause?
2. We packed sandwiches, crisps, juice, fruit… everything we could carry. What does the ellipsis suggest here? (That the list could go on even longer. / That two clauses are being contrasted. / That the speaker has forgotten what to say. / That the sentence is a command.) → That the list could go on even longer.Prompt: Read the sentence aloud. Where do you pause?

• 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. We packed sandwiches, crisps, juice, fruit… everything we could carry. What does the ellipsis suggest here? (That the sentence is a command. / That two clauses are being contrasted. / That the speaker has forgotten what to say. / That the list could go on even longer.) → That the list could go on even longer.Prompt: Read the sentence aloud. Where do you pause?
2. There was only one thing he feared – the dark. What does the dash do here? (It adds emphasis to the final words. / It marks the start of speech. / It joins a prefix to a root word. / It shows missing letters.) → It adds emphasis to the final words.Prompt: Read the sentence aloud. Where do you pause?

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