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English lesson plan · 5th grade (Year 6 in England) · 30 minutes

Semicolons between closely linked clauses

Punctuation

CCSS L.9-10.2.ACCSS L.5.2England: Y5/6 GPS (semicolons between independent clauses)England: KS2 SATs GPS

Objective and success criteria

Students will: Semicolons between closely linked clauses.

  • 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: Main clause or subordinate clause?; Confusing words: its/it's, your/you're, then/than, whose/who's

Leads to: the next skill in this area.

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

Warm-up · 4 min

  • Quick retrieval from earlier learning (Main clause or subordinate clause?; Confusing words: its/it's, your/you're, then/than, whose/who's). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which part is the SUBORDINATE clause? Since it was late, we took a taxi. (we took a taxi / Since it was late / late, we) → Since it was latePrompt: A subordinate clause starts with a word like although, because, when, if, until, since, before, as or unless.
  2. Choose the correct word. ___ coming to the party? (Who's / Whose) → Who'sPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
  3. Which part is the MAIN clause? Since it was late, we took a taxi. (late, we / Since it was late / we took a taxi) → we took a taxiPrompt: Cover each part. Which one could be a sentence by itself?

Hook · 3 min

  • Read a short passage with no punctuation and let the class hear why it's confusing.
  • Share the objective: Semicolons between closely linked clauses. 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: Is the semicolon used correctly? The dog barked; at the postman.
  • Step 1: A semicolon joins two main clauses that are closely linked in meaning.
  • Step 2: So the answer is: used wrongly
  • Answer: used wrongly
  • 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. Is the semicolon used correctly? The sun came out; the snow began to melt. (used correctly / used wrongly) → used correctlyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?
  2. Which sentence uses a semicolon correctly? (Mia practised every day; she won the competition. / Although Mia practised; she lost. / Mia; practised every day. / Mia practised; every day and won.) → Mia practised every day; she won the competition.Prompt: Check both sides of each semicolon.

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. Which sentence uses a semicolon correctly? (Mia; practised every day. / Although Mia practised; she lost. / Mia practised every day; she won the competition. / Mia practised; every day and won.) → Mia practised every day; she won the competition.Prompt: Check both sides of each semicolon.
  2. Is the semicolon used correctly? She smiled; happily. (used correctly / used wrongly) → used wronglyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?

Watch out for

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

Support and stretch

Support

  • Review first: Main clause or subordinate clause?.
  • 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

  • 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-5.

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

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Semicolons between closely linked clauses

Name

Date

Score/ 6

  1. Question 1

    Is the semicolon used correctly? I like; apples and pears.

    • A. used correctly
    • B. used wrongly

  2. Question 2

    Which sentence uses a semicolon correctly?

    • A. The river was too deep to cross; we found a bridge.
    • B. The river was; too deep to cross.
    • C. The river was too deep; to cross.
    • D. Since the river was deep; we found a bridge.

  3. Question 3

    Is the semicolon used correctly? When the bell rang; we lined up.

    • A. used correctly
    • B. used wrongly

  4. Question 4

    Is the semicolon used correctly? It was late; everyone was tired.

    • A. used correctly
    • B. used wrongly

  5. Question 5

    Is the semicolon used correctly? The sun came out; the snow began to melt.

    • A. used correctly
    • B. used wrongly

  6. Question 6

    Is the semicolon used correctly? The museum was closed; we went to the park instead.

    • A. used correctly
    • B. used wrongly

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Answer key: Semicolons between closely linked clauses

  1. 1. B. used wrongly

  2. 2. A. The river was too deep to cross; we found a bridge.

  3. 3. B. used wrongly

  4. 4. A. used correctly

  5. 5. A. used correctly

  6. 6. A. used correctly