English lesson plan · 9th grade (Year 10 in England) · 45 minutes
Sentence boundaries (SAT/ACT)
Writing & Editing
CCSS L.9-10.2.ACCSS L.9-10.1England: SAT Standard English Conventions (Boundaries)England: ACT EnglishEngland: GCSE English Language (SPaG)
Objective and success criteria
Students will: Sentence boundaries (SAT/ACT).
- 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: Fragments and run-on sentences; Semicolons
Leads to: the next skill in this area.
Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Fragments and run-on sentences; Semicolons). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this a fragment, a run-on, or a correct sentence? Because the bus was late. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?
- Which sentence uses a semicolon correctly? • The film was long; however it was; gripping. • The film was long; however, it was gripping. • The film was long, however; it was gripping. • The film; was long however, it was gripping. (The film was long; however it was; gripping. / The film was long; however, it was gripping. / The film was long, however; it was gripping. / The film; was long however, it was gripping.) → The film was long; however, it was gripping.Prompt: Could the words on each side of the semicolon stand alone as sentences?
- Which is the correct way to join these two main clauses? • Amir finished his essay; and he went out to play football. • Amir finished his essay, he went out to play football. • Amir finished his essay; he went out to play football. • Amir finished his essay he went out to play football. (Amir finished his essay; and he went out to play football. / Amir finished his essay, he went out to play football. / Amir finished his essay; he went out to play football. / Amir finished his essay he went out to play football.) → Amir finished his essay; he went out to play football.Prompt: A comma on its own cannot join two main clauses (that is a comma splice).
Hook · 5 min
- Show two openings to the same piece of writing and ask which makes them want to read on.
- Share the objective: Sentence boundaries (SAT/ACT). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which choice completes the text so that it conforms to the conventions of Standard English? The painting, which hangs in the north gallery___ is one of the artist's earliest works.
- Step 1: Sentence boundary questions test whether you can join or separate clauses correctly.
- Step 2: The non-restrictive clause opened with a comma, so it must close with one.
- Step 3: So the answer is: ,
- Answer: ,
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 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 choice completes the text so that it conforms to the conventions of Standard English? In 1903, the Wright brothers made the first powered flight___ it lasted just twelve seconds. (, and / , / (no punctuation) / ;) → ;Prompt: Decide whether each side of the gap is a complete main clause.
- Which choice completes the text so that it conforms to the conventions of Standard English? The orchestra rehearsed for six months___ its performance was praised by critics across the country. (and, / , and / , / (no punctuation)) → , andPrompt: Decide whether each side of the gap is a complete main clause.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which choice completes the text so that it conforms to the conventions of Standard English? The engineer who designed the tower___ studied architecture in Lisbon before moving to Toronto. ((no punctuation) / , / : / ;) → (no punctuation)Prompt: Decide whether each side of the gap is a complete main clause.
- Which choice completes the text so that it conforms to the conventions of Standard English? The author's first novel was rejected by twelve publishers___ the thirteenth accepted it and it became a bestseller. (; eventually, / eventually, / , eventually / , eventually,) → ; eventually,Prompt: Decide whether each side of the gap is a complete main clause.
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: Fragments and run-on sentences.
- 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
- 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-9.
Free lesson plan from eurekami.com/lesson-plan-builder