English lesson plan · 6th grade (Year 7 in England) · 45 minutes
Commas after introductory words, phrases and clauses
Punctuation
CCSS L.6.2CCSS L.5.2.BEngland: KS3 English (punctuation)England: GCSE English Language (AO6 punctuation)
Objective and success criteria
Students will: Commas after introductory words, phrases and 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: Commas after fronted adverbials and subordinate clauses
Leads to: Comma before and/but: compound sentence or compound verb?
Materials: Punctuation cards, A short unpunctuated text, Highlighters, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Commas after fronted adverbials and subordinate clauses). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which sentence has the comma in the right place? • When, the bell rings line up quietly. • When the bell rings line up, quietly. • When the bell, rings line up quietly. • When the bell rings, line up quietly. (When, the bell rings line up quietly. / When the bell rings line up, quietly. / When the bell, rings line up quietly. / When the bell rings, line up quietly.) → When the bell rings, line up quietly.Prompt: Find where the opening phrase or clause ends and the main clause begins.
- A: While the children were cooking, the pan caught fire. B: While the children were cooking the pan caught fire. Which sentence is clearer? (A / B) → APrompt: Read both sentences aloud, pausing at each comma.
- Which sentence has the comma in the right place? • Yes I would, love to come. • Yes I, would love to come. • Yes, I would love to come. • Yes I would love, to come. (Yes I would, love to come. / Yes I, would love to come. / Yes, I would love to come. / Yes I would love, to come.) → Yes, I would love to come.Prompt: Find where the opening phrase or clause ends and the main clause begins.
Hook · 5 min
- Read a short passage with no punctuation and let the class hear why it's confusing.
- Share the objective: Commas after introductory words, phrases and clauses. 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 version is punctuated correctly? • Because the road was icy, we drove slowly. • Because the road was icy we, drove slowly. • Because the road, was icy we drove slowly. • Because, the road was icy we drove slowly.
- Step 1: Put a comma after an introductory word (However,), phrase (After the long journey,) or dependent clause (When the bell rang,).
- Step 2: So the answer is: Because the road was icy, we drove slowly.
- Answer: Because the road was icy, we drove slowly.
- 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 version is punctuated correctly? • In the middle of the night, a fox crept into the garden. • In the middle of the night a fox, crept into the garden. • In, the middle of the night a fox crept into the garden. • In the middle, of the night a fox crept into the garden. (In the middle of the night, a fox crept into the garden. / In the middle of the night a fox, crept into the garden. / In, the middle of the night a fox crept into the garden. / In the middle, of the night a fox crept into the garden.) → In the middle of the night, a fox crept into the garden.Prompt: Find where the opening part ends and the main clause (subject + verb) begins.
- Type the word that a comma should come AFTER. If the sentence needs no comma, type none. If you hear the alarm leave the building at once. → alarmPrompt: Does the sentence START with something before the subject and verb?
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 version is punctuated correctly? • However the bus was, late. • However the, bus was late. • However, the bus was late. • However the bus, was late. (However the bus was, late. / However the, bus was late. / However, the bus was late. / However the bus, was late.) → However, the bus was late.Prompt: Find where the opening part ends and the main clause (subject + verb) begins.
- Type the word that a comma should come AFTER. If the sentence needs no comma, type none. In the morning we packed the car. → morningPrompt: Does the sentence START with something before the subject and verb?
Watch out for
- Using commas where a full stop (period) is needed.
- Putting apostrophes in plurals (apple's).
Support and stretch
Support
- Review first: Commas after fronted adverbials and subordinate clauses.
- 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
- Move on to: Comma before and/but: compound sentence or compound verb?.
- 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