Sentence control

Overview

In this lesson, students practise controlling punctuation and clause structure to improve clarity and effect in their writing. They build on prior KS2 work by applying grammar knowledge to analyse and refine short, challenging sentences.

Learning intentions

• Students will identify the main clause and embedded information in a sentence.
• Students will use commas to separate clauses and to clarify meaning.
• Students will improve a draft by rewriting run-on or incomplete sentences into controlled, correct ones.
• Students will choose Standard English options confidently in their writing.

Success criteria

• I can split a sentence into its main clause and additional information (e.g., subordinate clauses).
• I can use commas appropriately to avoid confusion between ideas.
• I can rewrite a flawed sentence into a clear, grammatically correct version.
• I can explain why my changes improve meaning and readability.

Curriculum links

• English KS3 grammar and vocabulary: extending and applying grammatical knowledge to analyse more challenging texts.
• English KS3 grammar and vocabulary: using consciously new vocabulary and grammatical constructions from reading to achieve particular effects.
• English KS3 grammar and vocabulary: using Standard English confidently in their own writing and speech.
• English KS3 grammar and vocabulary: differences between spoken and written language and formal/informal registers.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up (spot the structure). Teacher writes two sentences on the board; students underline the main clause in one colour and the extra information in another. Student task: underline main clause vs embedded detail, then share one observation.

2. 4–10 min · Mini-teach (comma + clause control). Teacher demonstrates a “before/after” pair: a run-on sentence and a revised version using correct clause boundaries and commas. Student task: read both versions, then answer verbally: “Which one is clearer and why?” and note the rule for commas (between main clauses or to clarify subordinate information).

3. 10–18 min · Guided practice (rewrite for clarity). Teacher gives 4 flawed sentences (comma splices, run-ons, missing subordinate markers, unclear punctuation) and models one rewrite step-by-step. Student task: rewrite the remaining 3 sentences using one of these targets:

• add or correct a subordinating conjunction (because, although, while, which, that)
• insert commas where they separate ideas correctly
• split one run-on into two controlled sentences if needed.

4. 18–25 min · Independent task (one paragraph polish). Teacher provides a short, age-appropriate paragraph (4–5 sentences) from a known topic (e.g., school rules, an event, a character’s motivation) containing 6 intentional grammar/punctuation errors. Student task: correct the errors, focusing only on comma placement and clause structure; re-read aloud silently to check flow like written language.

5. 25–29 min · Feedback check (author’s justification). Teacher asks for targeted explanations using prompts: “What was wrong?” “What did you change?” “How does your change affect meaning?” Student task: choose two corrections and write 2–3 sentences explaining each one.

6. 29–30 min · Exit ticket (quick mastery check). Teacher displays one new sentence; student rewrites it with correct comma/clause control. Student task: submit the rewritten sentence only (no extra writing).

Resources

• Board or slides with 6–8 practice sentences (2 warm-up, 4 guided, 1 exit ticket)
• Coloured pens/pencils (or highlighting tool) for main clause vs extra information
• Worksheet (one side: rewrite sentences; other side: paragraph to polish)
• Marking checklist for the student: main clause found, commas used, subordinate markers present
• Timer for the timed practice section
• Printed paragraph handout for correction task

Assessment

• Formative checks during warm-up underlining: can the student consistently locate the main clause?
• During guided rewrite: quick teacher scan for comma accuracy and correct clause boundaries.
• Exit ticket: correctness of a fresh sentence rewrite plus whether the student uses a suitable comma/subordination strategy.

Differentiation

• Support: provide sentence stems and a “help box” with subordinating conjunctions and common punctuation patterns (e.g., “Although…, …”; “…, which…”). Allow the student to copy a model rewrite before attempting the next.
• Support for planning: give a two-step method card: (1) find main clause, (2) decide where commas/subordination clarify the additional information.
• Extension (if time): ask for a second rewrite of one sentence to achieve a different emphasis (e.g., emphasise contrast using “although” vs “while”).
• EAL/SEN: offer a reduced set of flawed sentences for the guided practice (e.g., 3 instead of 4) and allow oral rehearsal of the corrected sentence before writing.