Commas in Context

Curriculum Details

Key Stage: 1 (Year 2)
Subject: English
National Curriculum Objective:

• Writing – Vocabulary, Grammar and Punctuation:
  • Use commas to separate items in a list.
• Reading and comprehension:
  • Develop pleasure in reading by listening to, discussing, and expressing views about books, particularly stories structured in different ways.

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Learning Objective

WALT (We Are Learning To):
We are learning to use commas correctly in a list using vocabulary and imagery from the book Gorilla by Anthony Browne.

WILF (What I’m Looking For):

• Correct use of commas to separate items in a list
• A list sentence inspired by Gorilla
• Creative vocabulary linked to characters and events in the book

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Time: 40 Minutes

Class size: 26 children
Resources:

• Class copy of Gorilla by Anthony Browne
• Visualiser or projector
• Printed “List Sentence Helpers” (sentence scaffolding cards)
• Individual whiteboards and pens
• “Jungle Basket” prop with hidden vocabulary items (see below)
• Gorilla puppet or soft toy
• Gold sparkly sentence stickers for achieving WILF targets

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Unique Hook – "The Jungle Basket"

(5 minutes)
Enter the room as though something magical has happened—there’s a jungle basket at the front of the class, and beside it sits a gorilla puppet with a note in large writing:

“Help! I've been trying to make a list of all the things Hannah and I saw last night, but I've forgotten how! Can you help me write my list using COMMAS?”

Reveal jungle tokens (printed pictures or word cards) from the basket:

• pink elephants
• buttery croissants
• crystal stars
• sleek leopards
• flapping umbrellas
• orange balloons

Say: “Let’s help Gorilla remember all the things from his adventure!”

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Part 1 – Model & Shared Writing

(10 minutes)

Input – What is a list?
Gather children in front of the board.
Write on the board:
“There were pink elephants, buttery croissants, crystal stars and orange balloons.”

• Say the sentence aloud playfully with exaggerated pauses.
• Ask: “What do you notice about the punctuation?”
• Display a comma card and a ‘no comma’ alternative.

Explain:
Commas help us keep a sentence clear! They show when one item ends and the next begins in a list. Before the last item, we use "and" instead.

Visual Example with Magnetic Words:
Use magnetic cards or whiteboard visuals: as each item is added, place a comma between them.

Establish the rule (whole class chants it):
“Item, item, item and item!”

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Part 2 – Guided Group Activity

(10 minutes)

Whiteboards out!
Use the Gorilla puppet to “whisper” jumbled lists to the children.

Example 1:
Gorilla says: stars pink croissants moons
Children turn this into:
“Gorilla saw pink stars, buttery croissants and spinning moons.”

Do 2–3 as a class.

Teacher scribes one sentence under the visualiser while highlighting commas and ‘and’.

Challenge Words (for Higher Prior Attainers):
Include adjectives that fit the mood of the story: mysterious, glowing, joyful, lonely.

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Part 3 – Independent Task

(10 minutes)

Children pick three or four jungle items from the Jungle Basket (either visuals or cards).

Task:
Write a sentence on their whiteboards using commas in a list, inspired by Hannah and Gorilla’s magical journey.

Sentence Starters:

• “Hannah saw…”
• On their adventure, they passed…”
• “In the night, there were…”

Support:
Use "List Sentence Helpers" card showing sentence frames and examples.

Extension:
Write two detailed list sentences that contrast Hannah’s world before and after the adventure.
Example:
“Before the adventure, Hannah saw dull curtains, grey skies and silence.”
“Afterwards, she saw orange lanterns, glass balloons and smiling animals.”

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Part 4 – Plenary & Showcase

(5 minutes)

Bring students back to the carpet. Gorilla chooses 3–4 students to read their sentences aloud.

As they read, ask peers:

• “Can you spot the commas?”
• “Was the ‘and’ just before the last item?”

Reward:
Children who correctly use commas in a list receive a “Golden Sentence” sticker.

Finish with the whole class reading this final magical sentence together: “In the garden, there were gold watches, flying gorillas, spinning teacups and a big, warm hug.”

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Assessment for Learning

• Success Criteria Met:
  Monitor whiteboards and verbal recall – check if they remembered the correct pattern of commas and “and”.
• Verbal Feedback:
  Immediate praise and adjustment from the class teacher/TA.
• Next Steps:
  Suggested follow-up—booklet of Hannah’s magical world with list-filled descriptions.

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Differentiation

Group	Support	Extension
EAL / LA	Use visuals, wrote sentence frame in books, partner writing	Use adjectives; compare two settings with commas
MA	Sentence scaffolds, embedded vocabulary	Describe events using extended clauses
HA / GDS	Challenge cards: “Use a comma list plus an emotion”	e.g. “Gorilla felt happy as they flew past blue clouds, bright balloons, twinkling trees and laughter.”

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Opportunities for Home/Parental Engagement

Sentence Safari Homework:
Send home a task:

“Write a list using commas from things you saw on your way to school or in your garden!”

Parents can be encouraged to tweet or share these with the class display board.

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Reflective Teacher Notes

This lesson turns punctuation into part of the story world, making grammar purposeful, visual and memorable. Based on a beloved high-quality text, this method builds strong links between reading, language, and writing.