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English lesson plan · 6th grade (Year 7 in England) · 45 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 · 5 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. The film was long, ___ it was exciting. (so / unless / but / because) → butPrompt: Read the two parts of the sentence. How are they linked?
  2. Which word or phrase is the subordinating conjunction? She smiled when she saw the cake. (smiled / cake / saw / when) → whenPrompt: A subordinating conjunction starts a clause that cannot stand on its own.
  3. Which word or phrase is the subordinating conjunction? He kept running even though his legs hurt. (legs / kept / hurt / even though) → even thoughPrompt: A subordinating conjunction starts a clause that cannot stand on its own.

Hook · 5 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 · 10 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 · 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.
  1. You water the seeds. They won't grow. Which choice combines the sentences most clearly? (You water the seeds, so they won't grow. / Although you water the seeds, they won't grow. / Unless you water the seeds, they won't grow. / Because you water the seeds, they won't grow.) → Unless you water the seeds, they won't grow.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. She wanted to go swimming, ___ the pool was closed. (show contrast) (so / because / and / but) → butPrompt: Read the instruction in brackets: contrast, result, cause, condition, time or addition?

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.
  1. Maya was tired. She kept practising the piano. Which choice combines the sentences most clearly? (Maya was tired, so she kept practising the piano. / Maya was tired, or she kept practising the piano. / Although Maya was tired, 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. It started to rain. ___ we kept walking. (show contrast) (Similarly, / Therefore, / Even so, / For example,) → Even so,Prompt: 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

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Combining sentences with conjunctions

Name

Date

Score/ 8

  1. Question 1

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

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

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

  3. Question 3

    The roads were icy. School was closed. Which choice combines the sentences most clearly?

    • A. Although the roads were icy, school was closed.
    • B. Because the roads were icy, school was closed.
    • C. The roads were icy, but school was closed.
    • D. Unless the roads were icy, school was closed.

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

  5. Question 5

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

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

  6. Question 6

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

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

  7. Question 7

    Maya was tired. She kept practising the piano. Which choice combines the sentences most clearly?

    • A. Maya was tired, or she kept practising the piano.
    • B. Although Maya was tired, she kept practising the piano.
    • C. Because Maya was tired, she kept practising the piano.
    • D. Maya was tired, so she kept practising the piano.

  8. Question 8

    The museum was free. We stayed all afternoon. Which choice combines the sentences most clearly?

    • A. The museum was free although we stayed all afternoon.
    • B. The museum was free, or we stayed all afternoon.
    • C. The museum was free, so we stayed all afternoon.
    • D. The museum was free, but we stayed all afternoon.

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Answer key: Combining sentences with conjunctions

  1. 1. D. When the film ended, everyone clapped.

  2. 2. A. but

  3. 3. B. Because the roads were icy, school was closed.

  4. 4. D. if

  5. 5. A. We can take the train or the bus.

  6. 6. A. Even so,

  7. 7. B. Although Maya was tired, she kept practising the piano.

  8. 8. C. The museum was free, so we stayed all afternoon.