English lesson plan · 12th grade (Year 13 in England) · 60 minutes
Cleft sentences for focus: It was… who…, What… is…
Grammar
CCSS L.11-12.3.AEngland: A-level English LanguageEngland: AP LanguageEngland: GCSE English Language (AO5 crafting)
Objective and success criteria
Students will: Cleft sentences for focus: It was… who…, What… is….
- 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: Inversion for emphasis: Never have I…, Not only did she…; Syntax for effect (GCSE/AP)
Leads to: the next skill in this area.
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Inversion for emphasis: Never have I…, Not only did she…; Syntax for effect (GCSE/AP)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the correct form to complete the emphatic sentence. Only by working together ___ solve this problem. (can solve we / can we / we could be / we can) → can wePrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
- Is this sentence correct in formal written English? Seldom does a team come back from four goals down. (correct / incorrect) → correctPrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
- We shall not tire, we shall not falter, and we shall not fail. Which technique gives this sentence its power? (A rhetorical question. / Onomatopoeia: words that imitate sounds. / Passive voice: hiding the doer. / Anaphora: repeating the same opening words in successive clauses.) → Anaphora: repeating the same opening words in successive clauses.Prompt: Think about how the sentence makes you read: faster, slower, with more emphasis?
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Cleft sentences for focus: It was… who…, What… is…. 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 part of this sentence is being emphasised by its structure? It was not the price but the quality that worried us.
- Step 1: Cleft sentences split a simple sentence into two parts to spotlight one element: It was Maya who… / What we need is…
- Step 2: The cleft contrasts and focuses on 'the quality'.
- Step 3: So the answer is: the quality
- Answer: the quality
- 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 part of this sentence is being emphasised by its structure? It's the noise that I can't stand, not the crowds. (I / the crowds / stand / the noise) → the noisePrompt: In 'It was X who/that…', X is the focus.
- Read the question and choose. Emphasise WHY the match was cancelled: "The match was cancelled because of the snow." • It was because of the snow that the match was cancelled. • It was the match that was cancelled because of snow. • The snow, it cancelled the match. • What was cancelled was the match. (It was because of the snow that the match was cancelled. / It was the match that was cancelled because of snow. / The snow, it cancelled the match. / What was cancelled was the match.) → It was because of the snow that the match was cancelled.Prompt: Put the element you want to emphasise straight after 'It is/was…', or at the end after 'What… is/was'.
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.
- Read the question and choose. Emphasise WHO solved the puzzle: "Ana solved the puzzle." • The puzzle was solved. • Ana, she solved the puzzle. • It was Ana who solved the puzzle. • What Ana solved was the puzzle. (The puzzle was solved. / Ana, she solved the puzzle. / It was Ana who solved the puzzle. / What Ana solved was the puzzle.) → It was Ana who solved the puzzle.Prompt: Put the element you want to emphasise straight after 'It is/was…', or at the end after 'What… is/was'.
- Which part of this sentence is being emphasised by its structure? What the scientists discovered was a new species of beetle. (what / a new species of beetle / discovered / the scientists) → a new species of beetlePrompt: In 'It was X who/that…', X is the focus.
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: Inversion for emphasis: Never have I…, Not only did she….
- 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
- 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-12.
Free lesson plan from eurekami.com/lesson-plan-builder