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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? • My (uncle who lives in Wales) keeps bees. • My uncle (who lives in Wales) keeps bees. • My uncle (who lives in Wales keeps bees). • My uncle who (lives in Wales) keeps bees. (My (uncle who lives in Wales) keeps bees. / My uncle (who lives in Wales) keeps bees. / My uncle (who lives in Wales keeps bees). / My uncle who (lives in Wales) keeps bees.) → My uncle (who lives in Wales) keeps bees.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
  2. Which sentence uses parenthesis correctly? • Mr, Diaz our head teacher plays the drums. • Mr Diaz, our head teacher plays the drums. • Mr Diaz our head teacher, plays the drums. • Mr Diaz, our head teacher, plays the drums. (Mr, Diaz our head teacher plays the drums. / Mr Diaz, our head teacher plays the drums. / Mr Diaz our head teacher, plays the drums. / Mr Diaz, our head teacher, plays the drums.) → Mr Diaz, our head teacher, plays the drums.Prompt: Parenthesis is extra information. If you remove it, the sentence should still make sense.
  3. Which sentence uses parenthesis correctly? • My (uncle who lives in Wales) keeps bees. • My uncle who (lives in Wales) keeps bees. • My uncle (who lives in Wales keeps bees). • My uncle (who lives in Wales) keeps bees. (My (uncle who lives in Wales) keeps bees. / My uncle who (lives in Wales) keeps bees. / My uncle (who lives in Wales keeps bees). / My uncle (who lives in Wales) keeps bees.) → My uncle (who lives in Wales) keeps bees.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. There was only one thing he feared – the dark. What does the dash do here? (It shows missing letters. / It marks the start of speech. / It adds emphasis to the final words. / It joins a prefix to a root word.) → It adds emphasis to the final words.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 create suspense by leaving the action unfinished. / To show the story has ended happily. / To introduce a list of items. / To show possession.) → 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. I opened the box slowly – it was empty. What is the effect of the dash? (It shows the words are a quotation. / It shows a list is coming. / It creates a pause before a surprising reveal. / It joins two words into one.) → It creates a pause before a surprising reveal.Prompt: Read the sentence aloud. Where do you pause?
  2. "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 reading a list. / The speaker is calm and slow.) → The speaker breaks off suddenly in alarm.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 joins a prefix to a root word.
    • B. It adds emphasis to the final words.
    • C. It marks the start of speech.
    • D. It shows missing letters.

  2. Question 2

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

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

  3. Question 3

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

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

  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 the words are a quotation.
    • D. It shows a list is coming.

  5. Question 5

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

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

  6. Question 6

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

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

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Answer key: Dashes and ellipses for effect

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

  2. 2. D. Hesitation or a trailing pause in speech.

  3. 3. A. That the list could go on even longer.

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

  5. 5. D. To create suspense by leaving the action unfinished.

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