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English lesson plan · 7th grade (Year 8 in England) · 60 minutes

Misplaced and dangling modifiers

Grammar

CCSS L.7.1.CEngland: KS3 GrammarEngland: GCSE English Language (clarity)

Objective and success criteria

Students will: Misplaced and dangling modifiers.

  • 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: Phrases, main clauses and subordinate clauses

Leads to: Modifier placement in complex sentences; Placing only, just, almost and nearly; Fixing dangling participle phrases

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Phrases, main clauses and subordinate clauses). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a phrase, a main clause or a subordinate clause? if you finish early (phrase / main clause / subordinate clause) → subordinate clausePrompt: Does it have a subject AND a verb? If not, it is a phrase.
  2. Is this a phrase, a main clause or a subordinate clause? running down the hill (phrase / main clause / subordinate clause) → phrasePrompt: Does it have a subject AND a verb? If not, it is a phrase.
  3. Is this a phrase, a main clause or a subordinate clause? across the frozen lake (phrase / main clause / subordinate clause) → phrasePrompt: Does it have a subject AND a verb? If not, it is a phrase.

Hook · 6 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Misplaced and dangling modifiers. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which sentence is written correctly, with the describing words next to what they describe? • Nadia ate only one biscuit. • Nadia ate one only biscuit. • Only Nadia ate one biscuit and nothing else. • Nadia only ate one biscuit only.
  • Step 1: A modifier must sit next to the word it describes; otherwise the sentence says something silly (like keys running for a bus).
  • Step 2: So the answer is: Nadia ate only one biscuit.
  • Answer: Nadia ate only one biscuit.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • 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 sentence is written correctly, with the describing words next to what they describe? • Only Nadia ate one biscuit and nothing else. • Nadia ate only one biscuit. • Nadia ate one only biscuit. • Nadia only ate one biscuit only. (Only Nadia ate one biscuit and nothing else. / Nadia ate only one biscuit. / Nadia ate one only biscuit. / Nadia only ate one biscuit only.) → Nadia ate only one biscuit.Prompt: Look at the opening phrase. Who or what is doing that action?
  2. Which sentence is written correctly, with the describing words next to what they describe? • Having lost the map, a farmer gave the hikers directions. • Having lost the map, the directions were asked for. • Having lost the map, directions were needed. • Having lost the map, the hikers asked for directions. (Having lost the map, a farmer gave the hikers directions. / Having lost the map, the directions were asked for. / Having lost the map, directions were needed. / Having lost the map, the hikers asked for directions.) → Having lost the map, the hikers asked for directions.Prompt: Look at the opening phrase. Who or what is doing that action?

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which sentence is written correctly, with the describing words next to what they describe? • Barking loudly, the postman was chased by the dog. • Barking loudly, the postman ran from the dog. • The postman, barking loudly, was chased by the dog. • Barking loudly, the dog chased the postman. (Barking loudly, the postman was chased by the dog. / Barking loudly, the postman ran from the dog. / The postman, barking loudly, was chased by the dog. / Barking loudly, the dog chased the postman.) → Barking loudly, the dog chased the postman.Prompt: Look at the opening phrase. Who or what is doing that action?
  2. Which sentence is written correctly, with the describing words next to what they describe? • The postman, barking loudly, was chased by the dog. • Barking loudly, the dog chased the postman. • Barking loudly, the postman ran from the dog. • Barking loudly, the postman was chased by the dog. (The postman, barking loudly, was chased by the dog. / Barking loudly, the dog chased the postman. / Barking loudly, the postman ran from the dog. / Barking loudly, the postman was chased by the dog.) → Barking loudly, the dog chased the postman.Prompt: Look at the opening phrase. Who or what is doing that action?

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: Phrases, main clauses and subordinate clauses.
  • 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: Modifier placement in complex sentences; Placing only, just, almost and nearly; Fixing dangling participle phrases.
  • 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-7.

Free lesson plan from eurekami.com/lesson-plan-builder

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Misplaced and dangling modifiers

Name

Date

Score/ 8

  1. Question 1

    Which sentence is written correctly, with the describing words next to what they describe? • On our walk with huge antlers, we saw a deer. • We saw a deer with huge antlers on our walk. • We saw a deer on our walk with huge antlers. • With huge antlers, we saw a deer on our walk.

    • A. On our walk with huge antlers, we saw a deer.
    • B. We saw a deer with huge antlers on our walk.
    • C. We saw a deer on our walk with huge antlers.
    • D. With huge antlers, we saw a deer on our walk.

  2. Question 2

    Which sentence is written correctly, with the describing words next to what they describe? • Covered in chocolate, the cake looked delicious. • Covered in chocolate, we ate the cake. • Covered in chocolate, I thought the cake looked delicious. • Covered in chocolate, the children loved the cake.

    • A. Covered in chocolate, the cake looked delicious.
    • B. Covered in chocolate, we ate the cake.
    • C. Covered in chocolate, I thought the cake looked delicious.
    • D. Covered in chocolate, the children loved the cake.

  3. Question 3

    Which sentence is written correctly, with the describing words next to what they describe? • Walking home, a dog followed me. • A dog followed me walking home, while. • While I was walking home, a dog followed me. • While walking home, a dog followed me.

    • A. Walking home, a dog followed me.
    • B. A dog followed me walking home, while.
    • C. While I was walking home, a dog followed me.
    • D. While walking home, a dog followed me.

  4. Question 4

    Which sentence is written correctly, with the describing words next to what they describe? • Covered in chocolate, I thought the cake looked delicious. • Covered in chocolate, we ate the cake. • Covered in chocolate, the children loved the cake. • Covered in chocolate, the cake looked delicious.

    • A. Covered in chocolate, I thought the cake looked delicious.
    • B. Covered in chocolate, we ate the cake.
    • C. Covered in chocolate, the children loved the cake.
    • D. Covered in chocolate, the cake looked delicious.

  5. Question 5

    Which sentence is written correctly, with the describing words next to what they describe? • Nadia ate one only biscuit. • Only Nadia ate one biscuit and nothing else. • Nadia only ate one biscuit only. • Nadia ate only one biscuit.

    • A. Nadia ate one only biscuit.
    • B. Only Nadia ate one biscuit and nothing else.
    • C. Nadia only ate one biscuit only.
    • D. Nadia ate only one biscuit.

  6. Question 6

    Which sentence is written correctly, with the describing words next to what they describe? • We saw a deer with huge antlers on our walk. • We saw a deer on our walk with huge antlers. • On our walk with huge antlers, we saw a deer. • With huge antlers, we saw a deer on our walk.

    • A. We saw a deer with huge antlers on our walk.
    • B. We saw a deer on our walk with huge antlers.
    • C. On our walk with huge antlers, we saw a deer.
    • D. With huge antlers, we saw a deer on our walk.

  7. Question 7

    Which sentence is written correctly, with the describing words next to what they describe? • With huge antlers, we saw a deer on our walk. • On our walk with huge antlers, we saw a deer. • We saw a deer with huge antlers on our walk. • We saw a deer on our walk with huge antlers.

    • A. With huge antlers, we saw a deer on our walk.
    • B. On our walk with huge antlers, we saw a deer.
    • C. We saw a deer with huge antlers on our walk.
    • D. We saw a deer on our walk with huge antlers.

  8. Question 8

    Which sentence is written correctly, with the describing words next to what they describe? • Running for the bus, the keys fell out of Tom's pocket. • Running for the bus, Tom's keys were dropped. • Running for the bus, Tom dropped his keys. • Tom's keys, running for the bus, dropped.

    • A. Running for the bus, the keys fell out of Tom's pocket.
    • B. Running for the bus, Tom's keys were dropped.
    • C. Running for the bus, Tom dropped his keys.
    • D. Tom's keys, running for the bus, dropped.

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Answer key: Misplaced and dangling modifiers

  1. 1. B. We saw a deer with huge antlers on our walk.

  2. 2. A. Covered in chocolate, the cake looked delicious.

  3. 3. C. While I was walking home, a dog followed me.

  4. 4. D. Covered in chocolate, the cake looked delicious.

  5. 5. D. Nadia ate only one biscuit.

  6. 6. A. We saw a deer with huge antlers on our walk.

  7. 7. C. We saw a deer with huge antlers on our walk.

  8. 8. C. Running for the bus, Tom dropped his keys.