English lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Combining sentences
Writing & Editing
CCSS L.3.1.ICCSS L.3.3.AEngland: Y3 Writing (conjunctions)England: KS2 SATs GPS
Objective and success criteria
Students will: Combining sentences.
- 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: Topic sentences and paragraphs; Fragments and run-on sentences; Using subordination to show how ideas relate
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.
- Choose the conjunction that makes the most sense. We waited at the bus stop ___ the bus finally came. (because / until / unless / or) → untilPrompt: Read the two parts of the sentence. How are they linked?
- Which word or phrase is the subordinating conjunction? I will come to the party if I finish my homework. (finish / come / will / if) → ifPrompt: A subordinating conjunction starts a clause that cannot stand on its own.
- Choose the conjunction that makes the most sense. You can't watch TV ___ you have tidied your room. (until / and / so / because) → untilPrompt: 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. 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: Which is the best way to join these sentences? The shop was shut. We went home. • The shop was shut but we went home. • The shop was shut because we went home. • The shop was shut, we went home. • The shop was shut, so we went home.
- Step 1: Choose the conjunction that shows the link, and use a comma before and, but, or, so when joining two full sentences (it can be left out when they are short).
- Step 2: So the answer is: The shop was shut, so we went home.
- Answer: The shop was shut, so we went home.
- 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.
- Which is the best way to join these sentences? Ada has a cat. Ada has a rabbit. • Ada has a cat, a rabbit and. • Ada has a cat, Ada has a rabbit. • Ada has a cat and Ada a rabbit has. • Ada has a cat and a rabbit. (Ada has a cat, a rabbit and. / Ada has a cat, Ada has a rabbit. / Ada has a cat and Ada a rabbit has. / Ada has a cat and a rabbit.) → Ada has a cat and a rabbit.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
- Which is the best way to join these sentences? I like apples. I don't like pears. • I like apples but, I don't like pears. • I like apples because I don't like pears. • I like apples, I don't like pears. • I like apples, but I don't like pears. (I like apples but, I don't like pears. / I like apples because I don't like pears. / I like apples, I don't like pears. / I like apples, but I don't like pears.) → I like apples, but I don't like pears.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
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.
- Which is the best way to join these sentences? I like apples. I don't like pears. • I like apples because I don't like pears. • I like apples but, I don't like pears. • I like apples, but I don't like pears. • I like apples, I don't like pears. (I like apples because I don't like pears. / I like apples but, I don't like pears. / I like apples, but I don't like pears. / I like apples, I don't like pears.) → I like apples, but I don't like pears.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
- Which is the best way to join these sentences? The dog was tired. It lay down. • The dog, was tired so it lay down. • The dog was tired so, it lay down. • The dog was tired, so it lay down. • The dog was tired, it lay down. (The dog, was tired so it lay down. / The dog was tired so, it lay down. / The dog was tired, so it lay down. / The dog was tired, it lay down.) → The dog was tired, so it lay down.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
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: Topic sentences and paragraphs; Fragments and run-on sentences; Using subordination to show how ideas relate.
- 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-3.
Free lesson plan from eurekami.com/lesson-plan-builder