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

Dashes and ellipses for effect

Punctuation

CCSS L.7.2CCSS L.8.2.ACCSS L.8.2.BEngland: Y6 GPS (dashes)England: GCSE English Language (punctuation for effect)

Objective and success criteria

Students will: Dashes and ellipses for effect.

  • 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: Brackets, dashes and commas for parenthesis

Leads to: Punctuation for style and emphasis; Using an ellipsis to shorten a quotation; Colons and dashes before an explanation or list (SAT)

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

Warm-up · 6 min

  • 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? • The test thankfully – was easy –. • The – test thankfully – was easy. • The test – thankfully – was easy. • The test – thankfully was easy. (The test thankfully – was easy –. / The – test thankfully – was easy. / The test – thankfully – was easy. / The test – thankfully was easy.) → The test – thankfully – was easy.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
  2. Which sentence uses parenthesis correctly? • The Nile (over 6,600 km long) flows north. • The (Nile over 6,600 km long) flows north. • The Nile (over 6,600 km long flows north). • The Nile over (6,600 km long) flows north. (The Nile (over 6,600 km long) flows north. / The (Nile over 6,600 km long) flows north. / The Nile (over 6,600 km long flows north). / The Nile over (6,600 km long) flows north.) → The Nile (over 6,600 km long) flows north.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
  3. Which sentence uses parenthesis correctly? • The test thankfully – was easy –. • The test – thankfully was easy. • The test – thankfully – was easy. • The – test thankfully – was easy. (The test thankfully – was easy –. / The test – thankfully was easy. / The test – thankfully – was easy. / The – test thankfully – was easy.) → The test – thankfully – was easy.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.

Hook · 6 min

  • 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.

I do: model it · 12 min

  • 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.

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. "Wait – don't open that!" What does the dash suggest about how the words are spoken? (The speaker breaks off suddenly in alarm. / The speaker is asking a polite question. / The speaker is calm and slow. / The speaker is reading a list.) → The speaker breaks off suddenly in alarm.Prompt: Read the sentence aloud. Where do you pause?
  2. The door creaked open and… Why might a writer end a paragraph like this? (To show the story has ended happily. / To show possession. / To create suspense by leaving the action unfinished. / To introduce a list of items.) → To create suspense by leaving the action unfinished.Prompt: Read the sentence aloud. Where do you pause?

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 6 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. "Wait – don't open that!" What does the dash suggest about how the words are spoken? (The speaker breaks off suddenly in alarm. / The speaker is calm and slow. / The speaker is reading a list. / The speaker is asking a polite question.) → The speaker breaks off suddenly in alarm.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 shows missing letters. / It joins a prefix to a root word. / It adds emphasis to the final words. / It marks the start of speech.) → It adds emphasis to the final words.Prompt: Read the sentence aloud. Where do you pause?

Watch out for

  • Using commas where a full stop (period) is needed.
  • Putting apostrophes in plurals (apple's).

Support and stretch

Support

  • Review first: Brackets, dashes and commas for parenthesis.
  • Use concrete materials: punctuation cards.
  • 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: Punctuation for style and emphasis; Using an ellipsis to shorten a quotation; Colons and dashes before an explanation or list (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-7.

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

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Dashes and ellipses for effect

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Score/ 6

  1. Question 1

    There was only one thing he feared – the dark. What does the dash do here?

    • A. It marks the start of speech.
    • B. It adds emphasis to the final words.
    • C. It shows missing letters.
    • D. It joins a prefix to a root word.

  2. Question 2

    The door creaked open and… Why might a writer end a paragraph like this?

    • A. To create suspense by leaving the action unfinished.
    • B. To show possession.
    • C. To introduce a list of items.
    • D. To show the story has ended happily.

  3. Question 3

    "Wait – don't open that!" What does the dash suggest about how the words are spoken?

    • A. The speaker is calm and slow.
    • B. The speaker is reading a list.
    • C. The speaker is asking a polite question.
    • D. The speaker breaks off suddenly in alarm.

  4. Question 4

    I opened the box slowly – it was empty. What is the effect of the dash?

    • A. It creates a pause before a surprising reveal.
    • B. It joins two words into one.
    • C. It shows a list is coming.
    • D. It shows the words are a quotation.

  5. Question 5

    "I think… I think I've seen this place before," she whispered. What does the ellipsis (…) show?

    • A. Hesitation or a trailing pause in speech.
    • B. That the sentence is a question.
    • C. That the speaker is shouting.
    • D. That a word is spelt wrongly.

  6. Question 6

    We packed sandwiches, crisps, juice, fruit… everything we could carry. What does the ellipsis suggest here?

    • A. That two clauses are being contrasted.
    • B. That the speaker has forgotten what to say.
    • C. That the list could go on even longer.
    • D. That the sentence is a command.

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Answer key: Dashes and ellipses for effect

  1. 1. B. It adds emphasis to the final words.

  2. 2. A. To create suspense by leaving the action unfinished.

  3. 3. D. The speaker breaks off suddenly in alarm.

  4. 4. A. It creates a pause before a surprising reveal.

  5. 5. A. Hesitation or a trailing pause in speech.

  6. 6. C. That the list could go on even longer.