• Quick retrieval from earlier learning (Conjunctions: coordinating and subordinating; Relative clauses). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the conjunction that makes the most sense. The road was icy, ___ we drove slowly. (although / so / unless / because) → soPrompt: Read the two parts of the sentence. How are they linked?
2. Which part of the sentence is the relative clause? My bike, which is bright red, has a broken bell. (which is bright red / My bike / has a broken bell / is bright red, has) → which is bright redPrompt: Look for who, which, that, where, when or whose.
3. Which word or phrase is the subordinating conjunction? He kept running even though his legs hurt. (even though / legs / hurt / kept) → even thoughPrompt: A subordinating conjunction starts a clause that cannot stand on its own.

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Simple, compound and complex sentences. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What type of sentence is this? When the lights went out, we lit candles, and Grandma told stories.
• Step 1: Simple = one main clause. Compound = two main clauses joined by a coordinating conjunction or semicolon. Complex = a main clause + a subordinate clause. Compound-complex = two main clauses + at least one subordinate clause.
• Step 2: So the answer is: compound-complex
• Answer: compound-complex
• 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. What type of sentence is this? The old clock on the wall ticked loudly all night. (simple / compound / complex / compound-complex) → simplePrompt: Count the clauses (each has its own subject and verb).
2. What type of sentence is this? Although the sea was rough, the ferry sailed on time. (simple / compound / complex / compound-complex) → complexPrompt: Count the clauses (each has its own subject and verb).

• 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.

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

1. What type of sentence is this? When the lights went out, we lit candles, and Grandma told stories. (simple / compound / complex / compound-complex) → compound-complexPrompt: Count the clauses (each has its own subject and verb).
2. What type of sentence is this? I wanted to go out, but it was snowing. (simple / compound / complex / compound-complex) → compoundPrompt: Count the clauses (each has its own subject and verb).

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.