• Quick retrieval from earlier learning (Subject–verb agreement across long interruptions (SAT); Punctuating however, therefore and other conjunctive adverbs (SAT); Transitions in academic texts (SAT, advanced)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this sentence correct in formal written English (SAT/ACT style)? What the researchers found in the frozen soil samples support the theory. (correct / incorrect) → incorrectPrompt: Strip away everything between the subject and the gap: phrases, clauses, appositives.
2. Is this sentence correct in formal written English (SAT/ACT style)? The author had never visited Venice; even so, her descriptions of the city are vivid. (correct / incorrect) → correctPrompt: Is there a complete sentence on both sides of the transition word?
3. Is the transition in this text logical? Bees use the sun to navigate. Remarkably, they can find their way even on cloudy days by detecting polarised light. (correct / incorrect) → correctPrompt: Cover the choices. In your own words, how does the second sentence relate to the first?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: ACT-style editing: NO CHANGE or a better option?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The ancient road [was built] by the Romans.
• Step 1: On the ACT, NO CHANGE is right when the original is grammatical, clear and concise; otherwise choose the clearest correct option.
• Step 2: The original is correct.
• Step 3: So the answer is: NO CHANGE
• Answer: NO CHANGE
• 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. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The scientist [who's] research changed the field will speak tonight. (who / whom / whose / NO CHANGE) → whosePrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
2. Is the proposed edit for the part in brackets the best choice? [Running quickly,] the finish line came into view. → Quickly running, (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Is the proposed edit for the part in brackets the best choice? The novel [was written] in 1925 and is still widely read. → is written (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
2. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The two companies agreed to [cooperate together] on the project. (co-operate with each other together / NO CHANGE / cooperate / cooperate jointly together) → cooperatePrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.