English lesson plan · 11th grade (Year 12 in England) · 60 minutes
After an opening modifier, choose the right subject (SAT)
Grammar
CCSS L.11-12.1CCSS L.7.1.CEngland: SAT Standard English Conventions (Form, Structure, and Sense)England: ACT English
Objective and success criteria
Students will: After an opening modifier, choose the right subject (SAT).
- 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: Fixing dangling participle phrases; Modifier placement in complex sentences
Leads to: the next skill in this area.
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 (Fixing dangling participle phrases; Modifier placement in complex sentences). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is the opening phrase correctly attached, or is it a dangling modifier? Walking to school, I got caught in the rain. (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? Running for the bus, my phone fell out of my pocket. • My phone, running for the bus, fell out. • Running for the bus my phone fell out of my pocket. • Running for the bus, I dropped my phone out of my pocket. • Running for the bus, my phone dropped from my pocket quickly. (My phone, running for the bus, fell out. / Running for the bus my phone fell out of my pocket. / 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?
- Having studied the river for a decade, ___ Which choice completes the sentence correctly? (the biologist noticed that the salmon were returning. / the return of the salmon was noticed. / the salmon were seen returning by the biologist. / it became clear that the salmon were returning.) → the biologist noticed that the salmon were returning.Prompt: Who or what does the opening phrase describe?
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: After an opening modifier, choose the right subject (SAT). 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 choice completes the text so that it conforms to the conventions of Standard English? Like her earlier paintings, ___ • Frida Kahlo, in her new work, explores identity. • Frida Kahlo's new work explores identity and pain. • identity and pain are explored by Frida Kahlo. • Frida Kahlo explores identity and pain in her new work.
- Step 1: An introductory modifier must be followed directly by the noun it describes; otherwise it dangles.
- Step 2: Paintings must be compared with work, not with the artist.
- Step 3: So the answer is: Frida Kahlo's new work explores identity and pain.
- Answer: Frida Kahlo's new work explores identity and pain.
- 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.
- Is this sentence correct in formal written English (SAT/ACT style)? A pioneer of computer science, Ada Lovelace wrote what is often called the first published computer program. (correct / incorrect) → correctPrompt: Who or what is described by the opening phrase?
- Which choice completes the text so that it conforms to the conventions of Standard English? Built to withstand earthquakes, ___ • engineers designed the tower to sway gently. • the designers made sure that the tower sways. • swaying gently prevents the tower from cracking. • the tower sways gently instead of cracking. (engineers designed the tower to sway gently. / the designers made sure that the tower sways. / swaying gently prevents the tower from cracking. / the tower sways gently instead of cracking.) → the tower sways gently instead of cracking.Prompt: Who or what is described by the opening phrase?
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.
- Is this sentence correct in formal written English (SAT/ACT style)? A pioneer of computer science, Ada Lovelace's notes included the first published program. (correct / incorrect) → incorrectPrompt: Who or what is described by the opening phrase?
- Which choice completes the text so that it conforms to the conventions of Standard English? Built to withstand earthquakes, ___ • the tower sways gently instead of cracking. • swaying gently prevents the tower from cracking. • engineers designed the tower to sway gently. • the designers made sure that the tower sways. (the tower sways gently instead of cracking. / swaying gently prevents the tower from cracking. / engineers designed the tower to sway gently. / the designers made sure that the tower sways.) → the tower sways gently instead of cracking.Prompt: Who or what is described by 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: Fixing dangling participle phrases.
- 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
- 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-11.
Free lesson plan from eurekami.com/lesson-plan-builder