English lesson plan · 6th grade (Year 7 in England) · 60 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 · 6 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? • If, you need help ask a teacher. • If you need help, ask a teacher. • If you need, help ask a teacher. • If you need help ask, a teacher. (If, you need help ask a teacher. / If you need help, ask a teacher. / If you need, help ask a teacher. / If you need help ask, a teacher.) → If you need help, ask a teacher.Prompt: Find where the opening phrase or clause ends and the main clause begins.
- A: Let's eat, Grandma! B: Let's eat Grandma! Which sentence invites Grandma to eat? (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 · 6 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 · 12 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 · 12 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? • Unfortunately the shop had, closed. • Unfortunately, the shop had closed. • Unfortunately the, shop had closed. • Unfortunately the shop, had closed. (Unfortunately the shop had, closed. / Unfortunately, the shop had closed. / Unfortunately the, shop had closed. / Unfortunately the shop, had closed.) → Unfortunately, the shop had closed.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. Sadly the shop had closed. → SadlyPrompt: Does the sentence START with something before the subject and verb?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which version is punctuated correctly? • After the, long journey we fell asleep. • After, the long journey we fell asleep. • After the long journey we, fell asleep. • After the long journey, we fell asleep. (After the, long journey we fell asleep. / After, the long journey we fell asleep. / After the long journey we, fell asleep. / After the long journey, we fell asleep.) → After the long journey, we fell asleep.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. As soon as the rain stopped the children ran outside. → stoppedPrompt: 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