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English lesson plan · 9th grade (Year 10 in England) · 45 minutes

Parallel structure

Grammar

CCSS L.9-10.1.AEngland: GCSE English Language (sentence control)England: ACT English

Objective and success criteria

Students will: Parallel structure.

  • 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: Simple, compound and complex sentences

Leads to: Syntax for effect (GCSE/AP); Parallel structure with not only…but also, either…or, both…and

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

Warm-up · 5 min

  • Quick retrieval from earlier learning (Simple, compound and complex sentences). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What type of sentence is this? The fox crept through the frosty field. (simple / compound / complex / compound-complex) → simplePrompt: Count the clauses (each has its own subject and verb).
  2. What type of sentence is this? Leo and his sister cycled to the lake and swam. (simple / compound / complex / compound-complex) → simplePrompt: Count the clauses (each has its own subject and verb).
  3. What type of sentence is this? You can walk, or you can take the bus. (simple / compound / complex / compound-complex) → compoundPrompt: Count the clauses (each has its own subject and verb).

Hook · 5 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Parallel structure. 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: Choose the option that keeps the sentence parallel. Our coach told us to arrive early, to bring water and ___.
  • Step 1: Items joined in a list or with paired conjunctions must have the same grammatical form.
  • Step 2: Read it through: "Our coach told us to arrive early, to bring water and to stretch before running."
  • Step 3: So the answer is: to stretch before running
  • Answer: to stretch before running
  • 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. Choose the option that keeps the sentence parallel. To stay healthy, you should eat well, sleep enough and ___. (regular exercise is needed / exercise regularly / you exercised regularly / exercising regularly) → exercise regularlyPrompt: Look at the other items in the list or pair. What grammatical form are they?
  2. Choose the option that keeps the sentence parallel. The report was clear, concise and ___. (accurately / accurate / with accuracy / it had accuracy) → accuratePrompt: Look at the other items in the list or pair. What grammatical form are they?

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. Choose the option that keeps the sentence parallel. The new policy aims to reduce waste, cut costs and ___. (to the improvement of safety / safety will improve / improve safety / improving safety) → improve safetyPrompt: Look at the other items in the list or pair. What grammatical form are they?
  2. Choose the option that keeps the sentence parallel. She wanted to travel the world, to learn new languages and ___. (she met new people / meeting new people / to meet new people / new people to meet) → to meet new peoplePrompt: Look at the other items in the list or pair. What grammatical form are they?

Watch out for

  • Naming the feature but not using it in their own sentences.
  • Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

  • Review first: Simple, compound and complex sentences.
  • Use concrete materials: sentence strips.
  • 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: Syntax for effect (GCSE/AP); Parallel structure with not only…but also, either…or, both…and.
  • 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

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Parallel structure

Name

Date

Score/ 8

  1. Question 1

    Choose the option that keeps the sentence parallel. The new policy aims to reduce waste, cut costs and ___.

    • A. to the improvement of safety
    • B. improving safety
    • C. improve safety
    • D. safety will improve

  2. Question 2

    Choose the option that keeps the sentence parallel. The new manager is friendly, organised and ___.

    • A. she treats everyone fairly
    • B. fair
    • C. with fairness
    • D. to be fair

  3. Question 3

    Choose the option that keeps the sentence parallel. The film was long, confusing and ___.

    • A. it bored me
    • B. dull
    • C. with dullness
    • D. in a dull way

  4. Question 4

    Choose the option that keeps the sentence parallel. She wanted to travel the world, to learn new languages and ___.

    • A. to meet new people
    • B. she met new people
    • C. new people to meet
    • D. meeting new people

  5. Question 5

    Choose the option that keeps the sentence parallel. On holiday we liked swimming, hiking and ___.

    • A. a cycle ride we took
    • B. we cycled
    • C. to cycle
    • D. cycling

  6. Question 6

    Choose the option that keeps the sentence parallel. The report was clear, concise and ___.

    • A. accurate
    • B. with accuracy
    • C. accurately
    • D. it had accuracy

  7. Question 7

    Choose the option that keeps the sentence parallel. Our coach told us to arrive early, to bring water and ___.

    • A. to stretch before running
    • B. stretch was needed
    • C. stretching before running
    • D. that we should stretch

  8. Question 8

    Choose the option that keeps the sentence parallel. He spends his weekends reading novels, playing chess and ___.

    • A. he bakes bread
    • B. bread baking is done
    • C. to bake bread
    • D. baking bread

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Answer key: Parallel structure

  1. 1. C. improve safety

  2. 2. B. fair

  3. 3. B. dull

  4. 4. A. to meet new people

  5. 5. D. cycling

  6. 6. A. accurate

  7. 7. A. to stretch before running

  8. 8. D. baking bread