Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 6th grade (Year 7 in England) · 30 minutes

Combining sentences with conjunctions

Writing & Editing

CCSS L.6.3.ACCSS W.6.2.CEngland: KS3 Writing (sentence variety)England: GCSE English Language (AO6 sentence structures)

Objective and success criteria

Students will: Combining sentences with conjunctions.

  • 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: Conjunctions: coordinating and subordinating

Leads to: Transitions: matching the word to the relationship; Combining sentences with appositives and participle phrases

Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Conjunctions: coordinating and subordinating). 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. I have been happy ___ I got my puppy. (so / although / since / unless) → sincePrompt: Read the two parts of the sentence. How are they linked?
  2. Which word or phrase is the subordinating conjunction? The cat hid because the dog barked. (dog / hid / because / barked) → becausePrompt: A subordinating conjunction starts a clause that cannot stand on its own.
  3. Choose the conjunction that makes the most sense. We will miss the bus ___ we hurry. (because / so / unless / although) → unlessPrompt: Read the two parts of the sentence. How are they linked?

Hook · 3 min

  • Show two openings to the same piece of writing and ask which makes them want to read on.
  • Share the objective: Combining sentences with conjunctions. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: I studied hard. I didn't pass the test. Which choice combines the sentences most clearly?
  • Step 1: Choose the conjunction that shows the real relationship between the ideas.
  • Step 2: The result is unexpected, so a contrast word ('but') fits.
  • Step 3: So the answer is: I studied hard, but I didn't pass the test.
  • Answer: I studied hard, but I didn't pass the test.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 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. Maya was tired. She kept practising the piano. Which choice combines the sentences most clearly? (Maya was tired, or she kept practising the piano. / Although Maya was tired, she kept practising the piano. / Maya was tired, so she kept practising the piano. / Because Maya was tired, she kept practising the piano.) → Although Maya was tired, she kept practising the piano.Prompt: What is the relationship between the two ideas: addition, contrast, cause, condition, choice or time?
  2. Choose the word that joins the ideas as described in brackets. The plan was cheap ___ quick to set up. (show addition) (but / so / and / or) → andPrompt: Read the instruction in brackets: contrast, result, cause, condition, time or addition?

You do: independent practice · 7 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 · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. The museum was free. We stayed all afternoon. Which choice combines the sentences most clearly? (The museum was free although we stayed all afternoon. / The museum was free, or we stayed all afternoon. / The museum was free, so we stayed all afternoon. / The museum was free, but we stayed all afternoon.) → The museum was free, so we stayed all afternoon.Prompt: What is the relationship between the two ideas: addition, contrast, cause, condition, choice or time?
  2. Choose the word that joins the ideas as described in brackets. We missed the bus, ___ we were late for school. (show result) (or / so / yet / but) → soPrompt: Read the instruction in brackets: contrast, result, cause, condition, time or addition?

Watch out for

  • Writing everything at once without planning.
  • Editing only spelling and not whether the writing makes sense.

Support and stretch

Support

  • Review first: Conjunctions: coordinating and subordinating.
  • Use concrete materials: a model text.
  • 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: Transitions: matching the word to the relationship; Combining sentences with appositives and participle phrases.
  • 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-6.

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

eurekami

Combining sentences with conjunctions

Name

Date

Score/ 6

  1. Question 1

    We can take the train. We can take the bus. Which choice combines the sentences most clearly?

    • A. We can take the train because the bus.
    • B. We can take the train but the bus.
    • C. We can take the train or the bus.
    • D. We can take the train, so the bus.

  2. Question 2

    Choose the word that joins the ideas as described in brackets. She wanted to go swimming, ___ the pool was closed. (show contrast)

    • A. because
    • B. but
    • C. and
    • D. so

  3. Question 3

    The film ended. Everyone clapped. Which choice combines the sentences most clearly?

    • A. When the film ended, everyone clapped.
    • B. The film ended, or everyone clapped.
    • C. Although the film ended, everyone clapped.
    • D. Unless the film ended, everyone clapped.

  4. Question 4

    Choose the word that joins the ideas as described in brackets. You can join the team ___ you come to practice. (show condition)

    • A. but
    • B. so
    • C. although
    • D. if

  5. Question 5

    You water the seeds. They won't grow. Which choice combines the sentences most clearly?

    • A. Because you water the seeds, they won't grow.
    • B. Unless you water the seeds, they won't grow.
    • C. Although you water the seeds, they won't grow.
    • D. You water the seeds, so they won't grow.

  6. Question 6

    Choose the word that joins the ideas as described in brackets. It started to rain. ___ we kept walking. (show contrast)

    • A. Similarly,
    • B. Therefore,
    • C. For example,
    • D. Even so,

Free from eurekami.com

for the adult only

Answer key: Combining sentences with conjunctions

  1. 1. C. We can take the train or the bus.

  2. 2. B. but

  3. 3. A. When the film ended, everyone clapped.

  4. 4. D. if

  5. 5. B. Unless you water the seeds, they won't grow.

  6. 6. D. Even so,