literacy progress units: sentences - full scheme

7/30/2019 Literacy Progress Units: Sentences - Full Scheme

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Teachers &

Teaching Assistants

Status: Recommended

Date of issue: 02/03

Ref: DfES 0066/2003

Li teracy Progress Uni t

Sentences

R E P L A C E M E N T

Guidance

Curriculum & Standards

Key Stage 3National Strategy


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Copies of this document are available from

DfES Publications

Tel 0845 60 222 60

Fax 0845 60 333 60

Textphone 0845 60 555 60e-mail [email protected]

Ref: DfES 0066/2003

Crown copyright 2003

Produced by the Department for Education and Skills

Extracts from this document may be reproduced

for non-commercial or training purposes on the

condition that the source is acknowledged.

www.dfes.gov.uk

www.standards.dfes.gov.uk/keystage3


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Contents

Introduct ion to Key Stage 3 Literacy Progress Units v

Introduction to Sentences xiii

Session plans 1

1 What is a sentence? 2

2 Statements, questions and com mands 14

3 Simple sentences 24

4 Compound sentences 36

5 Complex sentences 50

6 Identifying subordinate clauses 56

7 Writing subordinate clauses 66

8 Using connectives to add information 76

9 Using additional connectives effectively 90

10 Cause and effect connectives 104

11 Using cause and effect connectives appropriately 116

12 Full-stops 128

13 Comparing and contrasting connectives 144

14 Using com paring and contrasting connectives effectively 156

15 Conditionality 162

16 Varying sentence structure 17017 Com mas 182


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Introduction toKey Stage 3Literacy Progress Units

The context of the Key Stage 3 National StrategyA key factor in raising stand ards is ensuring that m ore pup ils have the

competence and confidence in literacy to cope well with the learning

challenges of the secondary curriculum.

There are three major elements to the d rive to raise standards of literacy in

secondary schools through the Key Stage 3 National Strategy:

i training for English d epartments on increasing ac hievement through effective

teaching based on the Framewo rk for teaching English: Years 7, 8 and 9;

ii cross- curricular training on literacy for all staff;

iii support m aterials for teachers of pupils who attained below level 4 at the

end of Key Stage 2.

Pupils who enter Year 7 on level 3 need add itional supp ort if they are to develop

the literacy skills that can unlock learning and enab le them to reach the national

expec tation at the end of Key Stage 3. Literacy Progress Units have been

developed to offer such support.

The need for Key Stage 3 Literacy Progress UnitsThe evidence from national test results 199 62001 sho ws that almost tw o-

thirds of p upils who enter Year 7 w ithout having ac hieved level 4 in English failto reach level 5 at the end of Year 9. M any of them also fail to do justice to t heir

abilities in other subjects b ecause they find it d ifficult to hand le the pressures

of reading and writing with sufficient speed and skill. That is a situation the

governm ent is determined to tackle. The need for specific sup port in relation

to writing is clear, given the disparity in attainment b etween reading and w riting

at the end o f Key Stage 2. (In 200 1 82 per cent of pup ils gained level 4 in

reading, as opposed to only 57 p er cent in w riting.) Similarly clear, w ithin the

context o f equality of opportunity, is the need to motivate and supp ort the b oys

who form the m ajority of Year 7 pup ils who have not yet ac hieved level 4.

What so many o f the pupils still on level 3 need is tangible progress thatwill build their belief in them selves as succ essful learners. Experience w ith

the Add itional Literacy Supp ort (ALS) in primary schools has shown that

such progress is possible, using w ell-structured, fast-paced and c arefully

targeted intervention. The Literacy Progress Units provided for the Key Stage 3

National Strategy reflect the principles and pract ice of ALS which has proved

so successful.

These Literacy Progress Units reflect the b elief that all pup ils on level 3 sho uld

aspire to level 4 by the end o f Year 7, and sho uld aim to c atch up with their

peers by achieving level 5 or above at the end of Year 9. Pub lic indications

of prog ress will be provided th rough the end of Year 7 progress tests for pupils

who entered second ary school below level 4.


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Moving from level 3 to level 4In achieving level 3, p upils have shown themselves capable of reading w ith

som e understand ing and fluency, and of using different forms o f writing with a

degree of acc uracy. What they need to learn is how t o read w ith greater insight

and understanding, and how to express themselves in accurate, well-organised

writing that uses language effectively at wo rd and sentence level. In many cases

this will involve revisiting aspec ts o f English w hich they have met in primary

school, but doing so with m aterial that respects t heir status as secondaryschool pupils and assum es a can d o ap proach, which b uilds in and builds

on p upils existing experiences and abilities.

We know what w e have to do t o m ove pupils tow ards level 4. The characteristic

constraints for pup ils who attain level 3 at Key Stage 2, identified in relation to

the three strands of the National Literacy Strategy, are:

Word level

uncertain choices for long and unstressed medial vowel sounds;

limited g rasp of sp elling rules and c onventions;

insecure understanding and use of possessive apostrophes.

Sentence level

limited use of complex sentences;

variable use of c om mas t o m ark bound aries w ithin sentences;

limited ab ility to use pronouns and verb tenses acc urately;

uncertainties over speech punctuation.

Text level

limited use of paragraphing and other organisational devices;

limited ability to organise non- narrative w riting;

insufficient planning, reviewing and editing of w riting for clarity,

interest and purpose;

literal rather than inferential reading.

Key Stage 3 Literacy Progress Units have been informed and shaped by QCA

analyses of Key Stage 2 Eng lish test results in recent years, by the evidence

from Ofsted and by the emphases of the Nat ional Literacy Strategy. They have

also been revised in the light of national feedbac k, and from p ilot LEAs in

particular. They focus o n the c ritical features which m ove pupils on to level 4,

which are:

developing effective strateg ies for information retrieval; reading using inference and d educ tion;

using full-stops, capital letters and commas accurately in longer sentences;

varying sentenc e structure;

organising texts in ways other than chrono logical;

using paragraphs effectively;

app lying know ledge of spelling rules and co nventions.

These features are reflected in the Literacy Progress Un its, since add ressing

these aspec ts of English is the surest w ay to ensure progress towards level 4

and beyond.

Literacy Progress Units overviewThe six units and the m ain areas they co ver are:

Writing organisation: organising and shaping w riting effectively;

vi Sentences Introduction Cro wn co pyr ight 2003


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Information retrieval: extracting and evaluating information from a range

of non-literary sources;

Spelling: spelling ac curately, as a result of know ing the co nventions and

having strategies for imp roving spelling;

Reading betw een the lines: using inference and ded uction in interpreting

literary texts;

Phonics: applying knowledge of phonics in their own writing;

Sentences: having a repertoire of sentence struc tures and using them

effectively (revised for 2003).

Many teac hers will be familiar with the content, if not the focus and

methodology, in the units on Writing organisation, Reading betw een the lines

and Information retrieval. The Literacy Progress Un it least fam iliar to many

secondary teachers will probably be Phonics, but Ofsted evidence c ontinues

to indicate that the quality of phonics teaching in primary schoo ls is variable

and if pupils do not kno w abo ut phonics they need to b e taught. This aspect

of word level wo rk is of central imp ortance in pup ils acq uisition of literacy skills.

The Spellingunit offers ways of add ressing an area of continuing conc ern to

teachers, to emp loyers and to pupils themselves. Similarly significant, althoughan area of uncertainty for some teachers, is the Sentencesunit: pup ils need

to understand enough about sentence gramm ar to be able to appreciate the

cho ices available to them as writers, and to make those c hoices effectively.

The revised version of this unit focuses particularly on how this know ledge

of sentence grammar can be transferred into pup ils ow n writing.

Management and organisation

The role of senior staff

In relation to Key Stage 3 Literacy Progress Units, senior staff need to :

lead from t he top b y giving visible support and, if possible, by becom ingpersonally involved;

make any necessary timetabling changes;

explore the p ossibilities for having Literacy Progress Unit sessions outside

the usual time of the sc hool day;

ensure that Literacy Progress Unit sessions take place in situations which

promote a positive learning atmosphere;

identify or, if funding perm its, appo int staff for Literacy Progress Un its;

agree monitoring procedures with the people involved;

inform staff not d irectly involved in delivering Literacy Progress Units;

provide the resources and equipment needed;

determ ine evaluation criteria;

encourage staff and pupils and celebrate achievement.

The role of the teacher

In relation to pupils, teachers need to :

select pup ils who w ill benefit from Literacy Progress Units, basing their

assessments o n judgements abo ut c urrent attainment, informed b y the

assessment guidance in each unit, and test results from Key Stage 2;

prepare the pupils by establishing appropriate expectations about how

they will wo rk during the Literacy Progress Unit sessions;

ensure that w ork do ne in mainstream lessons based on the Framew ork

relates to, reinforces and b uilds up on w hat has been do ne in Literacy

Progress Unit sessions;

mo nitor pup il progress in attitude as well as attainment.

Crown cop yrigh t 2003 Sentences Introduction vii


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In relation to teaching assistants and other colleagues, teachers need to:

make sure that the staff involved understand the p rinciples and prac tice

of Literacy Progress Units;

plan and liaise effectively;

offer support, esp ecially during the initial stages;

help to monitor pupil progress;

observe or participate in some o f the sessions.

In relation to parents, teachers need to:

inform parents why their children have been chosen to work on

Literacy Progress Units and explain how the units can supp ort their

childrens progress;

suggest how parents can help;

keep p arents informed.

Timing

Each of the six units has 18 sessions of 20 m inutes. It is therefore possible to

deliver a unit in six weeks, w ith three sessions each w eek. The units relate to

the revision ob jectives in Year 7 of the Framewo rk for teaching English: Years 7,8 and 9, but they are not an alternative to the English program mes o f study

of the National Curriculum. They should b e thought of as c omp lementing or

con tributing to English lessons, not as replacing them .

Literacy Progress Unit sessions can be provided in or outside the school day,

such as before school, lunchtime or after schoo l. Sessions can also be fitted

into English lessons that follow the pattern recommended in the Framework

and therefore include structured group time, but teachers need to recognise

that this limits the op portunity to consolidate the aims of the m ain lesson.

Teaching and learningLiteracy Progress Units are flexible enough to be adap ted to suit the contexts

of different schools, but they have been developed with group work (rather than

who le-class activity) in mind. They can be delivered by teachers, by teaching

assistants or by other staff such as librarians.

The units are based on the teaching principles and practice w hich have proved

their worth th rough the N ational Literacy Strategy. Central to the approac h in

Literacy Progress Units is a movement from d emonstration to independence

in small secure steps. The small-group context allows the teacher to b e aware

of how effectively pup ils are app lying what has just been taught, and tointervene at the mo ment o f maximum impact. Each session of 20 m inutes

usually includes:

building on prior knowledge;

linking w riting w ith speaking and listening, and w ith reading;

a highly interactive app roach;

an emphasis on teacher modelling;

gradual draw ing in of pupils with scaffolded ac tivities;

building pupil confidence through supported application;

consolidation of individual learning through revision and reflection;

a deliberately fast p ace;

a sense of enjoyment through working together.

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The teaching sequence which und erpins every session is:

Remember Identification of prior know ledge and key ob jectives

Model Teacher or teaching assistant demonstration of process

Try Shared exploration through ac tivity

Apply Scaffolded p upil application of new learning

Secure Consolidation through discussion/activity

Units have been written for the adult who is delivering them , but few sessions

are scripted verbatim since the teachers own words will often be the best.

Pupils

Literacy Progress Units are intended for pup ils who have attained level 3

in English and are working towards level 4. The proportion o f pup ils in that

category varies so widely across schools that the decision whether or not touse a particular unit with a pup il must rest with the school. It will depend on the

diagnosis of individual need, b ased on the analysis of Key Stage 2 results and

evidenc e from a pup ils current work. It might be approp riate for some pup ils

to tack le six units during a school year, since the who le suite of units constitutes

a powerful preparation for level 4, w hile others, w ho have reached level 4

in reading, m ight need on ly the units that w ill help them to imp rove their writing.

Guidance on preliminary assessment is given in the append ix to this

Introduction, and more d etailed diagnostic guidance accom panies each unit.

One of the teachers permanent aims sho uld be that pupils self-esteem is

enhanced by Literacy Progress Unit sessions. We w ant pup ils to be c onfident

enough to take risks, and to learn from their mistakes. The small-g roup

situation envisaged for Literacy Progress Units offers particular opp ortunities

for insecure learners: it is highly interactive and creates a c lose trusting

com munity who can be ho nest with each other. The teaching sequence

is designed to sc affold succ ess for all, and the steps b etween the learning

activities are small enough to allow little mistakes to be p icked up so naturally

and quickly that no one needs to m ake a big mistake. This means intervening

early to correct errors, not allow ing them to b ecom e embed ded.

Ways of supporting pupils include: establishing that w e all make som e mistakes, and that they are usually

valuable starting p oints for learning;

giving c lear guidance over tasks and timing;

allow ing sufficient thinking time;

using pair work to avoid individual emb arrassment;

giving p upils strategies for signalling unc ertainty and creating a not su re

option;

using supportive body language;

rewarding and com ment ing on positive behaviour, rather than noticing only

negative behaviour;

being clear about errors, and not dodging the issue; unearthing underlying misconceptions;

going bac k a stage when necessary to m odel and explain first principles;

always preserving the p upils dignity as w ell as the teachers.

Crown cop yrigh t 2003 Sentences Introduction ix


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Staffing

In many schoo ls the units w ill be taught by sup po rt staff as well as by teachers

or librarians. The government has p rovided funding for an increasing num ber

of teaching assistants in secondary schoo ls, and the style of the units reflects

an expectation that in many schools the teaching will be done by a teaching

assistant, work ing with a group of around six pupils. The unit authors have

therefore tried not to take subject knowledge for granted, and have been

deliberately explicit about t erminology and pedagogy. Scho ols are

recom mend ed to have training sessions for the colleagues involved, prior

to the introduc tion of the units, and to ensure time for liaison betw een those

teaching m ainstream lessons and those d elivering the Literacy Progress Units.

The role of teaching assistants

The numb er of teaching assistants in second ary schoo ls is rising, since

the government has recognised and welcomed the increasingly imp ortant

con tribution that teaching assistants are making to raising stand ards in

secondary schools. Funding for teaching assistants in secondary schools

has been increased substantially through the Standards Fund, as p art of the

governments co mm itment to increase the number of sup port staff (a w idergroup including teaching assistants) by at least 20,000 by 2005, and provide

new recruits with induc tion training, as w ell as further increased resources in

school and LEA grants.

There are considerable variations in the quality of supp ort and training for

teaching assistants, and in the effectiveness with which they are dep loyed.

As a matter of goo d p ractice, each schoo l should have an agreed p olicy on the

role of teaching assistants. This policy should include provision for training and

for shared planning time.

The DfES has provided LEAs w ith a training prog ramm e for secondary teaching

assistants which consists of four days training and includes a module of two

half-d ays on sup po rting pup ils literacy skills. The literacy module includes

a session on the Literacy Progress Units. Loc al educ ation authorities will be

expected to disseminate this training t o seco ndary teaching assistants and

their mentors using the Standards Fund grant for 20034. From April 2003 the

Standards Fund will con tain two sep arate grants relating to support staff: a new

grant to cover salaries of sup po rt staff (including teaching assistants) and help

for small scho ols at 268 m illion, and a further grant of 37.45 m illion to c over

training for sup ort staff.

The Literacy Progress Units have been written spec ifically for teaching

assistants. This is reflected in the style and in the use o f terminology.

If a teaching assistant (or anyone else) is to deliver Literacy Progress Units

effectively, that p erson w ill need to:

feel con fident about w orking with group s of Year 7 pupils;

be fam iliar with the Framew ork for teaching English: Years 7, 8 and 9;

be w illing to plan and p repare with other co lleagues;

have the necessary skills and know ledge to und erstand and d eliver

the materials;

prepare sessions in advance;

know and relate to the p upils.

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Shared discuss ion over imp lementation is essential. It is goo d p ractice to

involve a wider group o f colleagues (including the Head of English and the

SENCo) in discuss ion of how the m aterials will be introduced and evaluated.

Preparation

Each session needs c areful preparation in advance, since m any of them

depend on gam es or resource sheets which need to be at hand in the session

to avoid slackening the p ace. The timing of the sessions has such mom entum

that there is no time for finding or mak ing resource materials. Many sessions

need an OHP o r a flipc hart with the necessary accessories. The support

materials are all photoc op iable and there is always a list o f the m aterials needed

for a particular session. This means that c areful storage o f cards and other

materials for future use is a good investment of time. Some units need p osters

and p upil response sheets available for a series of sessions if the learning

opp ortunities are to b e optimised. These need t o b e prepared in advance.

Location

It is not fair to the pupils, the teachers or to the materials if problems arise, not

because of what is being taught, b ut whereit is being taught. Many schools,in their planning for Literacy Progress Units, have ensured that they can take

place in suitable situations. For example, they have arranged for pup ils to b e

seated in an arc around t he teacher in a way that m aximises face- to- face

contact and ensures that no pupil has to see a text up side down.

Parents

Parents have the right to k now what is happening to their children and w hy.

It is important to inform and involve parents as muc h as possible by providing

information about Literacy Progress Units.

P

T

T

P P

PP

PP

P P

P P

Crown cop yrigh t 2003 Sentences Introduction xi


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Appendix: Initial assessment for Literacy Progress UnitsNote: Focus only on pupils who gained level 3 in reading and/or writing.

Using the outcomes of Key Stage 2 assessment

The ideal way to assess a p upils suitability for Literacy Progress Units is to

use Key Stage 2 d ata and to talk with the pupils former teac her. The Key Stage

2 scho ol mark sheet for end of Key Stage 2 assessments enables teachers

in the second ary scho ol to identify differences in patterns of attainment acrossattainment targets. (For w riting there is a spelling mark, a hand writing mark,

a writing mark and the overall total which d etermines the level for writing.

For reading there is a reading mark and reading level.) Many p upils who

gained level 4 in reading, but not in writing, need the Literacy Progress Units

on writing, but not those for reading.

Individual pup il cover sheets, available from p rimary schoo ls, give a more

detailed breakdow n of the m arks for writing and are useful for identifying

spec ific areas of strength and w eakness. These cover sheets give the marks

for purp ose and organisation, for style and punc tuation, in addition to spelling

and hand writing. Such evidenc e can help to identify wh ich units are prioritiesfor a pup il.

Using evidence from pupils work

If Key Stage 2 t est evidence is not available, schoo ls should consider

Key Stage 2 teacher assessment. If this indicates that pupils are not secure

in level 4, pup ils c urrent w ork should b e assessed. Assessment guidance

for each unit is available in the unit-spec ific introduc tions.

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Introduction toSentences

This unit has been revised to provide greater opp ortunity for pup ils to transfer

know ledge o f sentence gramm ar into their own writing.

Sentences make words yield up their meanings. Sentences actively create

sense in language David Cryst al

Sentences w ork d ifferently in speech and w riting. This unit helps p upils to write

mo re effective sentences in a range of cont exts in English and o ther subjects

across the curriculum.

Sentences are not easily defined. Instead o f definitions, we need to focus on

com mo n features to em phasise meaning.

A sentence will make sense as a stand- alone unit.

Sentences can be major (i.e. can be broken dow n into clauses;

simp le, com pound, c omp lex) or minor (less conventional sentences, o ften

oral). Major sentenc es are what m ight be trad itionally defined as a sentence,

for example:

Mary and Farzana should have been at t he lesson.

Minor sentences make sense but are far more dependent on w here they

occur to make sense, for example:

No trespassing.

For sale.

Authors sometimes use minor sentences to create particular effects in texts,

especially in narrative writing. Sentences have four m ain co mm unicative purposes. They can be:

statem ents ;

com mands;

exc lamations;

quest ions.

The order and pos ition of w ords is important; this is know n as syntax and is

rule-governed.

Punctuation helps the writer and reader make meaning.

Sentences begin w ith a capital letter.

They end with a full-stop, exclamation mark or question mark.

Possible ways of using this unit

The unit is designed to w ork as a w hole to imp rove a pupils ability to w rite

sentences. However, there are times when one or two sessions might be useful

to reinforce an aspect of a pupils knowledge or understanding about

sentences, or to teach one aspect to add ress a specific g ap in knowledge for

an individual pup il, a sm all group or a w hole class.

If the gap lies with the w hole class, then a specific session could b e used as

a starter for whole-class teaching before beg inning a piece of fiction or non -

fiction w riting as approp riate.

If a small group in the class needs som e supp ort, then app ropriate sessionscan be used as guided sessions during writing lessons. This approach could

be esp ecially helpful to pup ils learning English as an additional language

(EAL), as discussion of text at sentence level can help them to att ain greater

accuracy and fluency in their writing.

Crown cop yrigh t 2003 Sentences Introduction xiii


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Individual difficulties could be addressed through a m entoring session w ith a

teaching assistant or as p art of a schoo ls academ ic mentoring programm e.

Many p upils learning EAL, particularly those at level 3/4 in writing, would

benefit from being taken through this unit. It is essential that it is delivered in a

small-group c ontext, as overt d iscussion of language features is of particular

benefit to EAL learners.

Finally, please note that there are only 17 sessions in this unit. The final

(eighteenth) session should be used to celebrate the successes of the

pup ils and, if necessary, finish off or revise any key element s that are still felt

to be insecure.

Punctuation cards (comma, full-stop, question mark and exclamation) are

provided b efore the sessions start, for use as approp riate in each session.

It would also be helpful for pup ils to have a dedicated exercise book or folder to

work in. This could then be kept by the pupils and used to support their learning

across the curriculum.

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2 Sentences Session 1 C row n co pyrig ht 200 3

Objectives

To review what w e

mean by the term

sentence and the

ways in which

words are put

together to make

a sentence.

To identify somecommon features

of a sentence.

Key term

Sentence: a unit of written

language that makes sense on its

own. In writing it begins with a

capitalletter and ends w ith a full-stop,

exclamation m ark or q uestion mark.

Resources

OHT 1.1/Handout 1.2

OHT 1.2/Handout 1.4

Handout 1.1 cut up into strips

Handout 1.3 per pupil

Full-stops from the

punctuation cards

Drawing pins, tape or

non-marking adhesive Blank postcards: enough for

sixp er pupil

Remember Time: 5 minutes

Tell pupils they are going to help you do a card sort activity (Handout 1.1)

to decide which cards contain sentences and which are non-sentences.

Draw two columns, one headed sentence and the other not a sentence,

on a w hiteboard or flipchart, or place the headings on the table so that

a column can be formed under each. Use the punctuation cards to add

the full-stops.

As you discuss the decisions, place the card under the correct heading.

Ask pupils to think for 30 seconds, and then talk for 1 minute to their partners

about three features that they noticed about the sentences. Does this apply

to all of them? Look for the following features:

it has to mak e sense b y itself;

wo rd ord er mat ters;

pun ctu ation is im po rtant to he lp the re ader u nde rstan d w hat th e writ er

meant. Check p upils can name punctuation marks and are aware they

clarify meaning.

Model Time: 5 minutes

Tell the pupils that you have some pupils work you need to mark and that

you need to improve the sentences so they make sense to the reader.

Youthink Jo must have done it in a bit of a hurry and needs some advice

on sentences. Show the piece of text on OHT 1.1/Handout 1.2. Read

paragraph 1 aloud to pupils and model how you would mark the work

by annotating the text (see marked, annotated script on Hando ut 1.3).

As you mark the OHT, explain why you are making the changes.

Session 1 What is a sentence?

focus of sessionsession number

information on

materials n eeded

for each session

fast timing to

maintain the

pace of learning

demonstration or

modelling by

adult expert

building on

prior learning

specific, limited

objectives

key terms

explained

Sample session plan


16/116 Crown cop yrigh t 2003 Sentences Introduction xvii

C row n co pyr ight 200 3 Sentences Session 1 3

Apply Time: 5 minutes

Distribute OHT 1.1/Handout 1.2. Pupils read the third paragraph individually

and correct the work o n their own. Then tell them to compare their changes

in pairs. What features did they mark and why?

Reread the whole text aloud and ask if the meaning is now clear to the reader.

Secure Time: 2 minutes

Take feedback from pupils on their marking. Discuss with them their

reasoning and ask them t o draw o n the important features to remember

about sentences, identified during the first part of session.

Challenge

Distribute six blank postcards to each pupil. Ask pupils to write three

sentences on their postcards, showing what they und erstand about

sentences. This could be used as a starter activity for the class/group

in an English lesson.

Try Time: 3 minutes

Read the second paragraph of OHT 1.1/ Handout 1.2 aloud and ask p upils

to tell you why it is hard to understand w hat Jo meant (responses may

include lack of punctuation, word order, missing words). Involve the pupils

in marking this part of the text. Ask some pupils to come forward to mark

sentence beginnings and ends, using p unctuation on the OHT, and to

explain their changes.

Session 1

scaffoldedapp lication of

learning

consolidation

of learning

detailed

guidance for the

person delivering

the session

space for

comment or

evaluation

supported first

attempt at

the activity

post-session

task designed

to help p upils

conso lidate and

transfer learning


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Punctuation cards

To be used as appropriate in each session.

It might be advisable to copy the cards and laminate them.

Crown cop yrigh t 2003 Sentences Introduction xix

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. ? !

, , ,

, , ,. . .


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Session plans


19/1162 Sentences Session 1 Cro wn co pyright 2003

Objectives

To review what we

mean by the term

sentence and the

ways in which

words are put

together to make

a sentence.

To identify some

common features

of a sentence.

Key term

Sentence: a unit of written

language that makes sense on its

ow n. In writing it begins with a

capital letter and ends w ith a full-stop,

exclamation m ark or question mark.

Resources

OHT 1.1/Handout 1.2

OHT 1.2/Handout 1.4

Handout 1.1 c ut up into strips

Tutor supp ort sheet 1.1

Full-stops from the

punctuation cards

Drawing pins, tape or

non-m arking adhesive

Blank postcards: enough for

six per pupil


Tell pup ils they are going to help you d o a card sort ac tivity (Handout 1.1)

to decide which cards contain sentences and which are non-sentences.

Draw two columns, one headed sentence and the other not a sentence,

on a wh iteboard or flipchart, or place the headings on the table so that

a column can be formed under each. Use the punctuation cards to add

the full-stops.

As you d iscuss the decisions, place the card und er the correct heading.

Ask pupils to think for 30 seconds, and then talk for 1 m inute to their partners

abou t three features that they noticed about the sentences. Does this applyto all of them? Loo k for the following features:

it has to m ake sense by itself;

word o rder m atters;

punctuat ion is important to help the reader und ers tand what the w riter

meant. Check pupils can name punct uation m arks and are aware they

clarify m eaning.


Tell the pup ils that you have som e pup ils w ork you need to mark and that

you need to improve the sentences so they make sense to the reader.You think Jo m ust have done it in a bit of a hurry and needs some ad vice

on sentences. Show the piece of text on OHT 1.1/H andout 1.2. Read

paragraph 1 aloud to p upils and m odel how you w ould mark the work

by annotating the text (see marked, annotated sc ript o n Tutor suppo rt

sheet 1.1).

As you mark the OHT, explain why you are mak ing the changes.

Session 1 What is a sentence?


20/116 Cro wn co pyright 2003 Sentences Session 1 3


Distribute OH T 1.1/Handout 1.2 . Pupils read the third paragraph individually

and co rrect the w ork on their own. Then tell them to c omp are their changes

in pairs. What features did they mark and w hy?

Reread the whole text aloud and ask if the m eaning is now clear to the reader.


Take feedback from p upils on their marking. Discuss w ith them their

reasoning and ask them to d raw on the imp ortant features to remember

abou t sentences, identified during the first part of session.

Challenge

Distribute six blank pos tcards to each pupil. Ask pupils to write threesentences on their postc ards, showing what they understand about

sentences. This could be used as a starter activity for the class/group

in an English lesson.

Try Time: 3 minutes

Read the second paragraph of OHT 1.1/Hando ut 1.2 aloud and ask pup ils

to tell you w hy it is hard to understand w hat Jo m eant (responses may

include lack of punc tuation, w ord order, missing words). Involve the pup ils

in marking this part of the text. Ask some pup ils to com e forward to m ark

sentence beginnings and ends, using punct uation on the OHT, and to

explain their changes.

Session 1


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Jos homework

We pushed open the door there was nothingbut darkness we see. Then something movedsomething slithery and rustled about what wasit rat Arif hung back scared but I wanted to seewhat was in there

my eyes were getting used to the darkness nowI door kicked the open further. piles of old papers.On the floor they were brown and dried up lookingnothing very interesting Here I thought then thenoises started again louder this time witha chattering sort of sound.

I didnt like it nor did Arif who come in standingbehind me breathing in my ear I wished we a torchbut we didnt I pointed a small dark shape wasmoving down the wall like nothing I had ever seenbefore What was it was alive it

Cro wn co pyright 2003 Sentences Session 1 5

OHT 1.1Handout 1.2


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Jos homework (marked version)

We pushed open the door. There was nothingbut darkness. We could hardly see (or we couldsee nothing but darkness). Then something moved,something slithery, (and) something that rustledabout. What was it? A rat! Arif hung back scared,but I wanted to see what was in there.

My eyes were getting used to the darkness now.I kicked the door open further. Piles of old paperslay on the floor. They were brown and dried uplooking. Nothing very interesting here, I thought.Then the noises started again, louder this time,

with a chattering sort of sound.

I didnt like it, nor did Arif, who came in, standingbehind me, breathing in my ear. I wished we hada torch but we didnt. I pointed at a small darkshape that was moving down the wall like nothing

I had ever seen before. What was it? Was it alive?


OHT 1.2Handout 1.4


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Sentences and non-sentences

Glaring us

He was angry

He the boys shouted at

The whiteboard pen

The door banged shutSwinging on its hinges

The blue classroom door

No one said anything

Silently, we left the room

We had no homework that day

Handout 1.1



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Jos homework (annotated version)

We pushed open the door.

There was nothing but

darkness. We could hardly

see. Then something moved,

something slithery and

something that rustled about.

What was it? A rat! Arif hung

back scared, but I wanted tosee what was in there.

My eyes were getting used to

the darkness now. I kicked the

door open further. Piles of old

papers lay on the floor. They

were brown and dried uplooking. Nothing very

interesting here, I thought.

Then the noises started again,

louder this time, with a

chattering sort of sound.

I didnt like it, nor did Arif, who

came in, standing behind me,breathing in my ear. I wished we

had a torch (but we didnt).

I pointed at a small dark shape

(that was) moving down the

wall like nothing I had ever

seen before. What was it?

Was it alive?


Tutor support sheet 1.1

Capital letter to start

sentence

Add in words to

make sense and

emp hasise repetition

to create suspense

Cap ital letter and

question mark

needed

Full-stop needed

Capital letter

Change word order

to m ake sense

Capital letter

Use past tense

Missing verb

Missing preposition

Ad d that wasor

leave out altogether

Full-stop at end of a

unit of meaning that

can stand alone

Add in extra words to

make it make sense

Add commas

Punctuation forexclamation: rats

are not liked

Add comma

Missing main verb

Cap ital letter not

required in middle

of sentence

Com mas to separate

out adverb p hrase

in comp lex sentence

and m ake it easier

to read

Full-stop

Punctuation needed

to mark two

questions to keepreader guessing


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Key terms

Statement: a sentence whose

purpose is to co nvey a fact or

piece of information.

Command: a sentence that g ives

com mands or instructions.

Exclamation: a sentence that

expresses emot ion or surprise.

Question: a sentence that asks

for information.

Resources

OHT 2.1

Handout 2.1 (cop ied onto card

and cut up): one set per pair

Handout 2 .2 grid: one per pair

Copies of sentences/

non-sentences from previous

lesson on display

Session 2 Statements, questions and commands

14 Sentences Session 2 Cro wn co pyright 2003

Objectives

To revise the

distinguishing

features of

a sentence.

To understand

how punctuation

affects meaning.

To identify the main

types of sentences

questions,

statements and

commands and to learn

how to punctuate

them correctly.


Remind pupils of the sentences and non -sentenc es used in the previous

lesson. Ask pup ils to identify the three com mo n features that apply to

sentences. Write or unco ver the following on a flipc hart for display purposes:

it has to m ake sense by itself;

word o rder m atters;

punctuat ion is important to help the reader und ers tand what the

writer meant.


Explain that the m ain purpose of this session is to focus on how the

meaning of a written sentence can be changed by use of punctuation.

Display OHT 2.1. Say that the first sentenc e is a statement: it tells the

reader a fact and it needs a full-stop.

Say the second sentenc e as if you are surprised or angry and say this is

an exclamationand needs an exclamation mark.

Say the third one as a questionand say that this one needs a question mark.

Tell pup ils that the p unct uation here takes the place of the to ne of voice used.

Writers only have punc tuation to m ake sure the reader knows ho w things

were said in a text.


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Its not there.

Its not there!

Its not there?

OHT 2.1



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Questions, commands or statements?


Handout 2.1

Stop doing that now! Ill mark your homework.

Is it all right to askeach other? Stand up!

Turn over the test paper! Dont start giggling!

I think you could begin

the next one.

What did you think

it meant?

Have you finished?You can work together

as a group.

Id like you to check

your answers.

Do you think you

did that well?


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Questions,comm

andsorstate

ments?

Purp

oseofsentence

Example

Ownexamples

State

ments

Ques

tions

Commands

Handout

2.2




Objectives

To understand a

simple sentence.

To understand

when to use a

simple sentence.

Key terms

Simple sentence: one with only

one main clause.

Verb: expresses an action or a state

of being.

Subject: the person or thing w ho

doesthe verb.

Types of sentences: command,

question, exclamation, statement.

Resources

OHT 3.1


Pupil sheet 3.1, one per pair

Pupil sheet 3.2, cop ied onto cards

and cut up

Whiteboards and pens


Ask the pup ils in pairs to discuss what they remem ber about sent ences, i.e.

they need to contain a verb; there are different kinds of sentenc es (questions,

exclamations, statements, com mands); they need p unctuation, a capital

letter and a full-stop , question mark or exclamat ion mark.


Explain that yo u w ill be looking at simple sentences only.

Show OHT 3.1. On the first sentence underline the verb and explain that this

is a vitalpart of the sentence as t he whole sentence depends on it for sense.

Then underline the subjectof the sentence and explain that this is the personor thing that is carrying out the action suggested by the verb. Do the same

for the other two sentences. Point out the punctuation used.

Explain that these sentences are from a reading schem e for young c hildren

and ask w hy simple sentences have been used.

Session 3 Simple sentences


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Session 3


Challenge

Ask pup ils to cut out examples of simplesentences from newspapers,

mag azines, leaflets, etc. and bring them in to form a w all display.


Explain that simp le sentences are not always short. Write the follow ing

sentence on the board: The great, green monster slithered sm ooth ly back

into its gloom y cave.

Ask the c lass to identify the subject and verb and to und erline them. Say that

it is not a short sentenc e, phrases have been added to give more information,

but there is still only one verb, slithered, with the subject, The great, green

monster, so it is a simp le sentence.

Next, ask p airs to w rite a simple sentence to c ontinue the story on their

wh iteboards. Then ask them to sw ap their sentences with another pair,

who must underline the subject and verb and check punc tuation. Ask the pupils to read out t heir sentences and say which is the verb

and which is the subject.


Pupils choose one card each from the Pupil sheet 3.2 and w rite three simp le

sentences, thinking about the specified audience and p urpose on t he card.

Take feedback and c orrect any misunderstandings. Check punctuation.

Try Time: 4 minutes

Give out Pupil sheet 3.1 and ask pup ils, in pairs, to underline the verbs

and subjects in each sentence.

Using Tutor supp ort sheet 3.1 as a guide, ask pup ils to decide w hat type

of text each one is and why the authors have used simple sentences.


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Simple sentences

Charlie runs throughthe wood.

Sarah is at the topof the hill.

The horse jumpsover the gate.

OHT 3.1



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Brush the pan with melted butter. Slice the apples into chunks.

Add the apples to the pan.

The monkey jumped from tree to tree. It flew though the air.

The monkey landed on a great big leaf.

I remember my first training session. It was really hard. The

coach pushed us to the edge. My fitness needed to improve.




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Brush the pan with melted butter. Slice the apples into chunks.

Add the apples to the pan.

The monkey jumped from tree to tree. It flew through the air.

The monkey landed on a great big leaf.

I remember my first training session. It was really hard. The

coach pushed us to the edge. My fitness needed to improve.

Pupil sheet 3.1



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Write three simple sentences explaining

how to play a computer game.

Write three simple sentences for

a young childrens adventure story.


how to cross the road safely.

Write three simple sentences fora young childs reading book.


how to make toast.

Write three simple sentences for

a spooky story aimed at Year 3 pupils.


Pupil sheet 3.2


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Session 4


Challenge

Give out the p acks of sentences and c onjunction cards. Ask p upils to test

a family mem ber or a friend, asking them to add c onjunction cards and their

own simple sentences to make com pound sentences.


Explain that w riters use different types of sentence accord ing to what they

want to tell the reader and ho w they want to tell them. This variation in style

also makes it more interesting fo r the reader.

Explain that pup ils are now going to co mbine simple sentences into

com pound sentences to join pieces of information and to m ake the passage

mo re interesting.

Using Pup il sheet 4.2, ask p airs to m ake five comp ound sentences by using

and, oror butat least onc e each.

Take feedback and ask pup ils to explain which sentenc es they com bined

and w hy.

Try Time: 4 minutes

Using Pupil sheet 4.1, ask p airs to m ake a com pound sentence by adding

a conjunction and a second simple sentence to each example.

Take feedbac k, highlighting the elements o f each simp le sentence (subject,

verb, punctuation).


Using Pupil sheet 4.3 (and Tutor sup port sheet 4.1), ask pairs to indicate

with a tick whether the sentences are simple or comp ound, and to underline

the subjects and verbs in each one. Take feedback, ensuring any misconc eptions are cleared.


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Frankie supports

Manchester United.

I do my homework.

I go to Spain.

OHT 4.1



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Challenge (conjunction cards)


Pupil sheet 4.2

and

or

but


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Objectives

To consolidate

understanding of

complex sentences

by identifying the

main clause, the

subordinate clause,

the main verb and

the subdividing

connective.

To understand that

subordinate clauses

can be moved.

Key terms

Complex sentence: sentence with

a main clause and at least one

subordinate clause.

Main clause: makes sense on its own

and can form a c omp lete sentence.

Subordinate clause: does not make

sense on its own and d epends on

the main clause for its m eaning.

Verb: expresses an action or a state

of being.

Resources

Handout 5.1, cop ied onto card

and cut up

Com ma and full-stop c ards

(issued at the beginning of t he unit)


Write up two simple sentences:

e.g . She ran. Her heart p ounded.

Give pupils 2 minutes to jot dow n on their whiteboards w hat they remem ber

about simple sentences. Responses should include:

they have a verb;

they have a subjec t: someone o r something w ho /that does, isor has;

they m ake sense by themselves;

they start w ith a cap ital letter and end w ith a full-s top.


Explain that w e can make this sentence mo re interesting or precise,

or make clearer the links between what is happening, by creating

a complex sentence.

e.g . Her heart po unded as she ran.

Identify the main c lause by und erlining it (her heart p ounded) and explain

that this makes sense by itself and so is the main clause. It could be a simple

sentence b ecause it has a verb: pounded, and her heartdid the pounding

so is the subject.

Identify the subo rdinate clause by underlining it in a d ifferent colour andexplain that as, in this case, introduc es the idea of when her heart was

pounding, i.e. as she ran.

Now put the subo rdinate clause first and exp lain that varying the w ay

sentences are construc ted m akes the writing more interesting and fluent

As she ran, her heart p ounded.

Point out to p upils that a co mm a is used for separation w hen the subordinate

clause com es first. Explain that there is no com ma when the m ain clause

com es first, as in the first examp le: Her heart pounded as she ran.

Point out that the main clause remains the same: her heart po undedcan

stand b y itself. It doesnt m atter where it is placed in the sentence.

Explain that subordinate clauses often explain or add m ore informat ion

about where, when or how things happen or are done.

Session 5 Complex sentences




In the same pairs, ask pupils to rearrange their sentences, placing the

subo rdinate clauses in a different position to make a new sentenc e. State

that they should also adjust the punctuat ion acco rdingly. Next, ask the pairs

to tell the rest of the group how they have mo ved their subordinate clauses

and w hat changes they have made to the p unctuation as a consequence.


Give pup ils one minute to think of a complex sentence. Next, allow 2 m inutes

for them to w rite it on their whiteboard and to identify (by anno tation) the

main clause and the subo rdinate clause. Finally, ask the pup ils to show their

annotated sentences to the rest of the group and c heck understanding.

Challenge

Ask pup ils to c ollect tw o examp les of com plex sentences that they have

used in their ow n w riting, and to bring them to the next session.

Try Time: 5 minutes

Use the cards of m ain and sub ordinate clauses, cut up from Handout 5 .1.

In pairs, ask pup ils to create sentences by matching a m ain clause to

a subordinate clause. Next, ask pupils to lay these on the table and to place

the com ma and full-stop cards app ropriately and to show where a capital

letter wo uld be needed.

Now ask each pair to read out one of their sentences, identifying the m ain

and sub ordinate clauses, and to explain how they punctuated their sentence.

Session 5


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Main clauses

Subordinate clauses

at the mouse

before it hit the tree

when she arrived

as he fell

as he scored

the bird dived

the car swerved

the dog barked

the men laughed

the crowd cheered


Handout 5.1


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Read the third p aragraph aloud to the pup ils and then distribute Hand out 6.1.

Next, ask p upils in pairs to annotate the final paragraph of the extract, as you

have done in the mo del sections. They should then think about w hy the w riter

uses com plex sentences and w hat type of extra information is added to the

main clause.


Take feedback from pup ils, asking them how they identified the com plex

sentences. Also ask them to explain what further information is added to

a sentence in a subordinate clause and whythey believe the writer chose

to use them in this piece.

Challenge

Ask pupils to collect th ree complex sentences from a narrative text (that theyhave been reading in English, privately or from elsewhere), and to c opy them

out for the next session. State that they must be prepared to say why the

examp les are effective and necessary to t he narrative.

Session 6

Try Time: 4 minutes

Ask the pupils to help you to underline the subo rdinate clauses in the second

paragraph, and to identify the subordinating c onjunctions, stating what type

of extra informat ion is added. Highlight them, as they talk.

Tutor sup po rt sheet 6.1 is available to help, if needed.


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Identifying subordinate clauses(annotated version of OHT 6.1)

time/when

While she was listening to the strange noises, she could feel the

shadows thickening. The room seemed to be closing in on her

as if the walls were breathing. When she tried to push open the

door, it wouldnt budge. She was trapped in the darkness. Her

chest

manner/how time/when

tightened and her hands trembled. She suddenly became aware

of being alone.

The room was getting darker and the shadows were becoming

thicker until the light faded completely. Her breathing became

more

time/when time/when

erratic. She could not move, frozen in the darkness until she felt

the shadow approach. It touched her. Its evil was embracing her,

as if she was drowning. What could she do? Where could she

hide?

time/when manner/how

She spotted a glimmer of light as it was seeping through thedoor. As her fear rose, she became more determined. She

would escape from this evil situation. She would escape from

the evil before her strength gave out.

time/when

Note: Whenadds information about when something happened.

As ifmakes a comparison: it was like breathing walls; drowning.

Asadds information about when: things happening at the same time.

Beforeand untiladd information about time.




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Identifying subordinate clauses

Identify the complex sentences in the paragraph below.

You should highlight:

the subordinate clause;

the subordinating connective.

She spotted a glimmer of light as it was seeping through

the door. As her fear rose, she became more determined.

She would escape from this evil situation. She would

escape from the evil before her strength gave out.

Handout 6.1



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Writing subordinate clauses

Continuation of story

Teacher example

Trembling with fear, she crept to the door.

She crept to the door. The handle moved.The door opened.

She was free. Her heart pounded. She ran.


OHT 7.1


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Complex sentence game instructions



Move the

subordinate clause

Change the

subordinate clause

Make two

simple sentences

Change the

main clause

Change into

a compound sentence


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Writing subordinate clauses

Reread the extract below and then rewrite it in order to make it

more exciting for the reader. Try to include complex sentences

that give the reader further information.

Remember, complex sentences are often created by using

subordinating connectives such as: after, as, before, since,

until, when, where, while.

Continuation of story

She crept to the door. The handle moved.The door opened.

She was free. Her heart pounded. She ran.

Handout 7.1




Objectives

To understand

what an additional

connective is and

why they are so

important in writing

sentences.

To identify

connectives which

add information to

a sentence.

To use additional

connectivesappropriately.

Key terms

Connective: word that co nnects ideas

because it links clauses or sentences.

It can be a w ord like but, when,

because(conjunctions) or however,

then(connecting ad verbs).

Examples of additional connectives:

in addition, also, as w ell as,

furthermore, moreover.

Resources

OHT 8.1

Tutor supp ort sheets 8.1, 8.2

Pupil sheets 8.1, 8.2

Pupil whiteboards


Remind p upils of the previous sessions on the different types of sentences:

simp le, comp ound and comp lex.

Next, ask pup ils to choose a sentence from their folder to read out, and to

identify the conjunction w ithin the sentence.


Introduce the term connective. Explain that conjunc tions are a subset

of connectives. You are going to use the w ord co nnective for those words

wh ich link ideas across sentences

Tell pup ils that this session w ill require them to look at exam ples

of connectives which add information to a text like in addition, also,

furthermore, moreover.

Underline the add itional connec tives as you read out the passage

on OHT 8.1 .

Tell pup ils their purpo se in the text. For exam ple, add itional connectives

are used to repeat a point or to add to a point.

Point out that the connectives in the text m ake links betw een or across

sentences, rather than joining clauses together w ithin a sentence.

Session 8 Using connectives to add information


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Session 8


Try Time: 3 minutes

Write this simple sentence from Pupil sheet 8.1 on the board o r flipc hart:

The tons of ash and lava from volcanoes harden the earths surface.

Give out cards created from Pupil sheet 8.1.

Ask one p upil to stand at the front w ith the card containing the c lause

or sentence.

Give the remaining pup ils the cards w ith the connec tives which

add information.

Tell pup ils to dec ide where the connec tive can be placed w ithin the

sentence by physically mo ving them.

Take feedback and agree on the app ropriateness of the connec tive

and the posit ion.

Point out that a com ma follows the connective.


In pairs or individually, pup ils now comp lete Pupil sheet 8.2, c hoosing from

the connectives at the bottom of the sheet.

Allow 5 m inutes for co mp letion.

Take feedbac k, highlighting alternative connect ives that m ight be used and

those w hich are clearly inapp ropriate. A com pleted version of Pupil sheet 8.2

is provided fo r reference (Tutor supp ort sheet 8.1).


Play the W ho w ants to b e a millionaire? game w ith pupils.

Read out the statements on Tutor suppo rt sheet 8.2.

Pupils respond on their whiteboards with a choice of A, B, C or D for

the correct answer.

Challenge

Ask pup ils to find an interesting piece of text, which cont ains connectives,

either from newspapers or from a text b ook, and bring it to the next session.


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Scientists cannot stop volcanoes from erupting.Moreover, they cannot prevent people from living

near them and taking advantage of the fertile soilto grow their crops. As well as studying the causesof eruptions, scientists try and give future warningsto people so that they can be evacuated in time.

They study the movement in rocks beneath the

earths surface. Rising magma creates a seriesof tiny earthquakes, which can be used as earlywarnings. In addition, the volcanos shape canbe monitored. As the magma chamber fills up,it begins to swell or bulge, which also indicatesthat the volcano is erupting.

However, to a large extent volcanoes remaina mystery to science. Furthermore, predictingeruptions is still an uncertain and dangerousbusiness as seen in the eruption of Mount Unzenin Japan in June 1991.

OHT 8.1



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A volcanic eruption is awesome. A fiery cloud of rock and ash

bursts from the mountains. In addition/furthermore/moreover,

the heat is intense. The effects of the eruption can change thelandscape in minutes.

Moreover/in addition/furthermore, scientists cannot make

accurate predictions of how violent the eruption will be.

Note: any connective can be used in any position; pupils need to be able

to vary the connectives they use.

Draw attention to the comma rule: a comma follows a connective,as shown above.




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Moreover

Furthermore

In addition

The gases and steam helpto form the oceans.

The tons of ash and lava from

volcanoes harden the earths surface.

Pupil sheet 8.1



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A volcanic eruption is awesome. A fiery cloud of rock and ash

bursts from the mountains._____________, the heat is intense.

The effects of the eruption can change the landscape inminutes.

______________, scientists cannot make accurate predictions

of how violent the eruption will be.

In addition

Furthermore

Pupil sheet 8.2



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Session 9

Challenge

Pupils could w rite the additional connect ives in their journal and no te any text

in which they find examp les during the next w eeks lessons.

In English or drama lessons, pupils could explore further the use of add itional

connectives in formal and informal situations through dram a activities.


On whiteboards, pupils write their own form al or informal sentence using

an additional connective.

Pupils show their wh iteboards to each other and exp lain their choices.


Give out the cards from Pup il sheet 9.3.

Explain that they have two p ieces of dialogue, o ne using formal language

and one using informal language. Bot h p ieces of dialogue use the additional

connectives furthermoreand moreover.

Each pair reads out the tw o extracts and decides between them which

extract uses furthermoreand moreoverapp ropriately. They should be ab le

to hear whether the connectives sound right in the context or not.

Take feedback : the informal passage uses co nnectives which sound formal.

Each pair must then dec ide on more suitable add itional connec tives to use

in the informal dialogue.

Try Time: 4 minutes

Give out the cards from Pup il sheet 9.2.

Pairs underline c onnec tives they feel are unnecessary. Take b rief feedbac k,

clarifying any uncertainties


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Shakespeares plays were mainly performed in theopen. In addition, the audience would sit around

three sides of the stage. In addition, the poor wouldhave to stand in the pit. Additionally, having notoilets in Shakespeares time furthermore meantthat the pit was often smelly, particularly in hotweather. As well as this, moreover, some plays likeHamletwent on for over three hours! Furthermore,

if the audience did not like the play, they would getunruly and throw rotten fruit and vegetables at theactors, moreover.


OHT 9.1


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Shakespeares plays were mainly performed in the open. The

audience would sit around three sides of the stage. The poor

would have to stand in the pit. Additionally, having no toiletsin Shakespeares time meant that the pit was often smelly,

particularly in hot weather. Some plays like Hamletwent on for

over three hours! Furthermore, if the audience did not like the

play, they would get unruly and throw rotten fruit and vegetables

at the actors.

Correct examples for Pupil sheet 9.2

Moreover, you can see Shakespeares plays

performed today on Elizabethan-style stages,

like The Globe in London.

One cannon shot set fire to one of Shakespeares theatres

and, in addition, burned it to the ground.

A cannon would be fired from the top of the theatre roof

to signal when the play was going to start.

As well as performing in the open, he used several theatres,

for example, The Rose and The Globe.





Pupil sheet 9.1

Actors are very superstit ious people. Their greatestsuperstition is that Macbethis an unlucky play. Unless theyare acting it they never say a line from the play. Moreover,they use a different title.

In addition, people believe if they act in the play,they will fall under the curse of Macbeth.

As well as accidents happening on the stage,

actors have fallen ill and some have even died.

Actors, therefore, swear that it is true becauseit has happened to someone they know.


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Pupil sheet 9.3

Child: Oh mum, do we have to go and see Macbethon

Friday night? I was going to go to the disco. Furthermore,

Ive just spent six weeks studying it. Moreover, Ive handed

in my essay on him already.

Headteacher: We have organised a trip to the Globe Theatre

and we expect all Year 7 pupils to attend. This will help with

your studies of Shakespeare. Moreover, several of you will

be asked to audition for the school Christmas performance

of Macbeth. Furthermore, you will have to write an essayevaluating this performance.


70/11610 4 Sentences Session 10 Cro wn co pyright 2003

Objectives

To understand what

a cause and effect

connective is.

To identify cause

and effect

connectives in

a sentence.

To use cause and

effect connectives

appropriately.

Key terms

Connective: word that connects

ideas because it links clauses or

sentences. It can be a word like but,

when, because(conjunctions)

or however, then(connecting

adverbs).

Cause: the reason something

happens or happened.

Effect: the result or a consequence

of something happening.

Explanation: an explanation

is written to explore how orwhy something happens.

Examples of cause and effect

connectives: because, therefore,

consequently, as a result, as,

in fact, so that.

Resources

OHT 10.1


Pupil sheet 10.1, copied

onto card and cut into strips,

and Pupil sheet 10.2

Pupil journals


Remind p upils of the previous session on add itional connec tives and invite

individuals to say how they have used them since. Next, explain that you are going to play a short round of C onsequences.

You w ill begin the game b y giving them a sentence and then each p air will

add another sentence that follows on and uses an additional connective.

Begin by saying, We have com pleted nine sessions of the sentenc es unit,

therefore we kno w a lot about sentenc es. Then invite pairs to cons truct

subseq uent sentences to follow. Examples of what m ight be offered

could be:

As w ell as learning a lot about sentences, w e have been collecting

some from newspapers and books.

In addition to learning how to write better sentences, w e have had

some fun. Furthermore, w e have been learning how to judge other peop les writing.

As well as learning a lot abo ut sentenc es, we have learned how to w ork

well together.

Session 10 Cause and effect connectives



Try Time: 2 minutes

Give out the cards from Pup il sheet 10.1 .

Using the cards, pupils as a group are to sequenc e the statements in

the correct order and they are to insert a connective of their choice in

the app ropriate place. Tell pup ils they can only use a connect ive once.


Give out Pupil sheet 10.2 , which c ontains a short paragraph . Read it aloud .

In pairs, pup ils w rite the next paragraph o f three sentences, using at leastthree connectives to sho w cause and effect.


Allow one or tw o pairs to read their paragraphs.

Pupils com ment o n spec ifically suitable or unsuitable choices.

Correct any misconceptions.


Introduce the cause and effect c onnectives and conjunctions: because,

therefore, consequently, as a result, as, in fact, so that. Conjunct ions are

in bold.

Explain that in this session they are going to try out a range of c onnec tives

and look at how effective they are in linking cause and effect.

Use OHT 10.1 to highlight cause and effect connec tives. Point out how

the connectives link clauses or sentences. Use Tutor supp ort sheet 10.1

for guidance.

Articulate the matching-up process, drawing attention to the clause or

phrase that signals cause and effect on Tutor sup port sheet 10.1. Exp lain

that som etimes the effect c an com e before the cause and vice versa.

Session 10

Challenge

Pupils can highlight the cause and effect co nnectives they have writtenin their different subjects, bringing an examp le to show the group t he

following week.


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Dear Diary,

My friends were all going to the school disco,consequently, I wanted to go too. I knew Mumwould object because Ive been out twice thisweek and you know what she is like. Therefore,I had to come up with a good reason to persuadeher to let me go. Guess what I came up with?

My science results! Since I had lied about my testresults, she didnt believe me. In fact, she evenwent as far as phoning the school. They then toldher that my maths wasnt as good either. As aresult, she has agreed with the teacher that I shoulddo more homework ugh!


OHT 10.1


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School uniform should be abolished

it isnt comfortable enough to run around in

We should be allowed to wear jeans instead

they are hard-wearing

I like to play sports at break

my uniform is often messy by lunchtime

I often go home with holes in my clothes

my mum gets cross and says I shouldnt run

around in my uniform

Its so unfair!

Pupil sheet 10.1


because as a result

in fact consequently

as


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Objectives

To understand how

to develop sentence

structure by using

appropriate

connectives.

To select

appropriate

additional

connectives for

different audiences

and purposes.

Key terms

Connective: word that connects

ideas because it links clauses or

sentences. It can be a word like but,

when, because(conjunctions)

or however, then(connecting

adverbs).

Cause: the reason something

happens or happened.

Effect: the result o r consequence

of something happening.

Explanation: an explanation

is written to explore how orwhy something happens.

Examples of cause and effect

connectives: because, therefore,

consequently, as a result, as,

in fact, so that.

Resources

OHT 11.1


Pupil sheet 11.1, cop ied ont o

card and cut up

Pupil sheet 11.2


Remind p upils of the challenge set in the previous session, when they were

asked to c ollect sentenc es using cause and effect connec tives, and askthem to share some examp les.


Explain that w e use cause and effect connectives to give reasons.

Read through OHT 11 .1. Explain that this is a piece of pup ils w riting

which would be improved by adding cause and effect connectives.

Mo del adding app ropriate cause and effect co nnect ives into the first

paragraph. Exp lain the reasons for your choice of connective and why it is

in that position in the sentence. Use Tutor support sheet 11.1 for guidance.

Session 11 Using cause and effect connectives appropriately




Using the cause and effect sentenc e that pup ils created from the Try section

above (Pupil sheet 11.1 ), pairs then add another sentence of their own that

follow s on from the first one and also uses a cause and effect co nnect ive.For example: Marge has blue hair because she left the dye on too long.

As a result of this, her hair started to fall out.

Take feedback and chec k for sense and use of connectives.


Give out Pupil sheet 11.2 .

Ask pup ils to suggest the m ost app ropriate connectives to co mp lete the

statements on the poster.

Challenge

Pupils are to find an examp le of a review from a magazine or newsp aper

and stick it in their journals. They are then to highlight the cause and

effect connectives.

Session 11

Try Time: 5 minutes

Give out cards c reated from Pupil sheet 11.1 (some statem ents are causes

and som e statements are effects).

Pupils have to m ove to find their partner, so they match the cause to

the effect.

Once they have found their partner, they have to decide up on the m ost

app ropriate cause and effect co nnect ive to link the statements together.


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Shrekis a really good film. The voice for Shrek is by Mike Myers.

The voice for the donkey is Eddie Murphy, the comedian.

As a result, the donkey is funny. It has a princess, a dragonand a handsome prince. In fact, it has everything you want.

Shrek, the main character, is upset because he is about

to be thrown out of his house. The princess gets captured.

Consequently, he tries to rescue the princess. It is great

to watch because the effects are good.

Note: Point out that becauseis a conjunction but still connects the two parts

of the sentence together.

The other connectives link across/between sentences.




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He nearly blew up the power plant

Homer left a nodding duck on the panel to do his work

He got in trouble with Principal Skinner

Bart skipped school one day

She once stayed up a tree to stop it being chopped down

Lisa wants to save the environment

He makes Homer mad with his praying

Flanders is religious

She left the dye on too long

Marge has blue hair

Pupil sheet 11.1



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Objectives

To understand that

punctuation, in this

case full-stops,

relates to making

meaning.

To practise making

decisions about

placing full-stops

in text to clarify

meaning.

Key terms

Full-stops

Resources

OHT 12.1

OHT 12.2/ Pupil sheet 12.1

Tutor supp ort sheets 12.1,

12.2, 12.3


Ask pupils to share the reviews they found for the previous

sessions challenge.

Remind pup ils that they have been learning about simple and com pound

sentences. Ask them to tell you how they would recognise the beginning

and the end of a sentence when they are reading.

They should respond w ith: sentences start with a capital letter and end w ith

a full-stop.

Now ask pup ils to tell you the other kinds of punc tuation w hich can be used

to indicate certain kinds of sentence.

Take feedback, ensuring that pup ils are secure abou t question m arks and

exclamation m arks which are exemp lified in session 2.


Explain that you are now go ing to show them a text that you have just written.

You have left out the full-stops, so you can talk about how you m ight decide

where to p lace them . You need to em phasise m eaning: punc tuation is used

for mo re than just identifying a pause.

Using OHT 12.1 , read the passage aloud so the p upils see it as a whole and

then read the first paragraph aloud again.

Work throug h the first paragraph, inserting the full-stop s, talking about the

decisions you have m ade about meaning.

Tutor support sheet 12.1 has a co mm entary to supp ort you. Two punctuated

versions are presented as Tutor suppo rt sheets 12.2 and 12.3 . You m ay end

up w ith a comb ination of both sheets. This does no t m atter. What m atters is

that m eaning is clear and that p upils are clear that this should be the c riteriathey use when judging their ow n writing.

Session 12 Full-stops


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It was a glorious day (you could put a full-stop here to start: with

a simple sentence that would emphasise the nature of the day)

when Aisha left the house (you could put a full-

literacy progress units: sentences - full scheme

Documents