• Quick retrieval from earlier learning (Conjunctions: coordinating and subordinating; Relative clauses). 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. Put the milk back in the fridge ___ you have finished with it. (although / when / or / unless) → whenPrompt: Read the two parts of the sentence. How are they linked?
2. Which part of the sentence is the relative clause? Our dog, who is ten years old, still loves to run. (still loves to run / is ten years / who is ten years old / Our dog) → who is ten years oldPrompt: Look for who, which, that, where, when or whose.
3. Which word or phrase is the subordinating conjunction? You can stay up late as long as you are quiet. (stay / quiet / late / as long as) → as long asPrompt: A subordinating conjunction starts a clause that cannot stand on its own.

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Simple, compound and complex sentences. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What type of sentence is this? When the lights went out, we lit candles, and Grandma told stories.
• Step 1: Simple = one main clause. Compound = two main clauses joined by a coordinating conjunction or semicolon. Complex = a main clause + a subordinate clause. Compound-complex = two main clauses + at least one subordinate clause.
• Step 2: So the answer is: compound-complex
• Answer: compound-complex
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. 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).
2. What type of sentence is this? The old clock on the wall ticked loudly all night. (simple / compound / complex / compound-complex) → simplePrompt: Count the clauses (each has its own subject and verb).

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What type of sentence is this? After the storm passed, the birds sang, but the river was still high. (simple / compound / complex / compound-complex) → compound-complexPrompt: Count the clauses (each has its own subject and verb).
2. 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).

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.