English lesson plan · 8th grade (Year 9 in England) · 45 minutes
Fixing dangling participle phrases
Grammar
CCSS L.7.1.CCCSS L.8.1.AEngland: KS3 English (grammar: clarity)England: SAT Standard English ConventionsEngland: ACT English
Objective and success criteria
Students will: Fixing dangling participle phrases.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Misplaced and dangling modifiers; -ing words: gerund, participle or main verb?
Leads to: After an opening modifier, choose the right subject (SAT)
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Misplaced and dangling modifiers; -ing words: gerund, participle or main verb?). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which sentence is written correctly, with the describing words next to what they describe? • Nadia ate one only biscuit. • Nadia ate only one biscuit. • Only Nadia ate one biscuit and nothing else. • Nadia only ate one biscuit only. (Nadia ate one only biscuit. / Nadia ate only one biscuit. / Only Nadia ate one biscuit and nothing else. / Nadia only ate one biscuit only.) → Nadia ate only one biscuit.Prompt: Look at the opening phrase. Who or what is doing that action?
- What is the word in capitals doing in this sentence? Feeling TIRED, Leo went to bed. (gerund (works as a noun) / participle (works as an adjective) / part of the main verb (is/was …ing)) → participle (works as an adjective)Prompt: Is there a helping verb (is, was, were, are) right before it? Then it's part of the main verb.
- In which sentence is the word in capitals used like this: part of the main verb (is/was …ing)? (She is SWIMMING across the bay. / The BARKING dog woke the baby. / The BROKEN window let in the cold.) → She is SWIMMING across the bay.Prompt: Is there a helping verb (is, was, were, are) right before it? Then it's part of the main verb.
Hook · 5 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Fixing dangling participle phrases. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is the opening phrase correctly attached, or is it a dangling modifier? Covered in mud, the dog was washed by its owner.
- Step 1: An opening participle phrase describes the subject that comes right after it. If that subject can't do the action, the modifier dangles.
- Step 2: The dog was covered in mud.
- Step 3: So the answer is: correct
- Answer: correct
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is the opening phrase correctly attached, or is it a dangling modifier? Looking out of the window, we admired the mountains. (correct / dangling modifier) → correctPrompt: Ask: who or what is doing the action in the opening phrase?
- This sentence has a dangling modifier. Which choice fixes it? Hungry and cold, the hut was a welcome sight. • The hut, hungry and cold, was a welcome sight. • Hungry and cold the hut was welcome. • Hungry and cold, the hikers were glad to see the hut. • Hungry and cold, the hut looked welcoming. (The hut, hungry and cold, was a welcome sight. / Hungry and cold the hut was welcome. / Hungry and cold, the hikers were glad to see the hut. / Hungry and cold, the hut looked welcoming.) → Hungry and cold, the hikers were glad to see the hut.Prompt: Who is really doing the action in the opening phrase?
You do: independent practice · 10 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- This sentence has a dangling modifier. Which choice fixes it? Running for the bus, my phone fell out of my pocket. • Running for the bus my phone fell out of my pocket. • My phone, running for the bus, fell out. • Running for the bus, I dropped my phone out of my pocket. • Running for the bus, my phone dropped from my pocket quickly. (Running for the bus my phone fell out of my pocket. / My phone, running for the bus, fell out. / Running for the bus, I dropped my phone out of my pocket. / Running for the bus, my phone dropped from my pocket quickly.) → Running for the bus, I dropped my phone out of my pocket.Prompt: Who is really doing the action in the opening phrase?
- Is the opening phrase correctly attached, or is it a dangling modifier? Tired after the race, a long nap seemed perfect. (correct / dangling modifier) → dangling modifierPrompt: Ask: who or what is doing the action in the opening phrase?
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Misplaced and dangling modifiers.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: After an opening modifier, choose the right subject (SAT).
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.
Free lesson plan from eurekami.com/lesson-plan-builder