• Quick retrieval from earlier learning (Misplaced and dangling modifiers; -ing words: gerund, participle or main verb?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence is written correctly, with the describing words next to what they describe? • Barking loudly, the dog chased the postman. • The postman, barking loudly, was chased by the dog. • Barking loudly, the postman ran from the dog. • Barking loudly, the postman was chased by the dog. (Barking loudly, the dog chased the postman. / The postman, barking loudly, was chased by the dog. / 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?
2. What is the word in capitals doing in this sentence? His hobby is PAINTING. (gerund (works as a noun) / participle (works as an adjective) / part of the main verb (is/was …ing)) → gerund (works as a noun)Prompt: Is there a helping verb (is, was, were, are) right before it? Then it's part of the main verb.
3. In which sentence is the word in capitals used like this: gerund (works as a noun)? (The children were LAUGHING at the clown. / The BROKEN window let in the cold. / SWIMMING is my favourite sport.) → SWIMMING is my favourite sport.Prompt: Is there a helping verb (is, was, were, are) right before it? Then it's part of the main verb.

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

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is the opening phrase correctly attached, or is it a dangling modifier? Covered in mud, the dog was washed by its owner.
• Step 1: An opening participle phrase describes the subject that comes right after it. If that subject can't do the action, the modifier dangles.
• Step 2: The dog was covered in mud.
• Step 3: So the answer is: correct
• Answer: correct
• 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. Is the opening phrase correctly attached, or is it a dangling modifier? Walking to school, the rain started to pour. (correct / dangling modifier) → dangling modifierPrompt: Ask: who or what is doing the action in the opening phrase?
2. This sentence has a dangling modifier. Which choice fixes it? Burnt to a crisp, I threw the toast away. • Burnt to a crisp, I threw away the toast. • Burnt to a crisp I threw the toast away. • I, burnt to a crisp, threw the toast away. • I threw away the toast, which was burnt to a crisp. (Burnt to a crisp, I threw away the toast. / Burnt to a crisp I threw the toast away. / I, burnt to a crisp, threw the toast away. / I threw away the toast, which was burnt to a crisp.) → I threw away the toast, which was burnt to a crisp.Prompt: Who is really doing the action in the opening phrase?

• 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 opening phrase correctly attached, or is it a dangling modifier? Tired after the race, a long nap seemed perfect. (correct / dangling modifier) → dangling modifierPrompt: Ask: who or what is doing the action in the opening phrase?
2. This sentence has a dangling modifier. Which choice fixes it? Running for the bus, my phone fell 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. • 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 dropped from my pocket quickly. / Running for the bus, I dropped my phone out of my pocket. / Running for the bus my phone fell out of my pocket. / My phone, running for the bus, fell out.) → Running for the bus, I dropped my phone out of my pocket.Prompt: Who is really doing the action in the opening phrase?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.