Sentence structure variation

Overview

In this lesson (Lesson 8 of 20) you will explore how to write varied complex sentences about events from Varjak Paw, using conjunctions and relative clauses. Students will revise sentence boundaries, then draft and edit three complex sentences with accuracy and effect.

Learning intentions

Students will:

• WALT use conjunctions to join ideas in complex sentences.
• WALT use relative clauses to add precise detail about characters, places, or events.
• WALT vary sentence structure for clarity and impact when writing about the story.
• WALT revise punctuation so complex sentences are correctly marked.

Success criteria

• I can write three complex sentences about events in Varjak Paw.
• I can include a conjunction (e.g., because, while, although) in each complex sentence.
• I can include at least one relative clause (e.g., who/that/which/where) to add detail.
• I can check my punctuation and ensure sentences are correctly separated and readable.

Curriculum links

• Vocabulary, grammar and punctuation: Year 6 focuses on using semi-colons, colons and dashes for clear boundaries, and using colon to introduce lists and semi-colons within lists.
• Vocabulary, grammar and punctuation: linking ideas across sentences and paragraphs using cohesive devices, repetition, grammatical connections (including adverbials), and ellipsis.
• Vocabulary, grammar and punctuation: use of structures appropriate for formal writing, replacing informal patterns with more precise sentence forms.

Lesson structure (60 minutes)

1. 0–5 min · Retrieval starter. Teacher displays two short story lines; students decide which line uses a simple structure and which includes more than one idea. Students highlight the “two-idea” part and name the joining word they notice (conjunction/relative).

2. 5–15 min · Model and notice (direct teach). Teacher models building a complex sentence in stages:

• Base clause: “Varjak watched the alley.”
• Add conjunction: “Varjak watched the alley because …”
• Add relative clause: “Varjak watched the alley that …” Teacher emphasises that complex sentences often contain multiple clauses joined so the meaning is clear. Students annotate the model sentence on a mini whiteboard (underline conjunction once, circle relative pronoun once).

3. 15–25 min · Guided practice: clause building. Teacher provides “clause cards” (or a printed grid) with:

• Independent clauses from the story (who/what happened)
• Conjunction starters (because, while, although, so that)
• Relative starters (who, which, that, where) with prompts for added detail Students build 2–3 draft complex sentences, choosing different starters to practise variation. Teacher circulates for punctuation checks and clarity.

4. 25–40 min · Independent writing (core task). Students write three complex sentences about different events from Varjak Paw. Sentence 1: use a conjunction to explain cause/time/contrast. Sentence 2: include a relative clause to add extra detail about a person/place/thing. Sentence 3: combine both for greater structure variation, choosing a strong adverbial. Students write their sentences in books and use a simple checklist before moving on: conjunction included, relative clause present (for at least one sentence), and punctuation makes the sentence easy to read.

5. 40–50 min · Editing sprint (teacher-led focus). Teacher chooses two anonymised examples (one partly correct, one messy). Teacher guides the class to fix issues: sentence boundary clarity, comma placement around embedded clauses, and avoiding run-on sentences. Students edit their own sets of three sentences using the same focus.

6. 50–57 min · Peer check (structured). In pairs, students swap sentences and use a “2 stars and a wish” sheet. They must identify: one strong complex sentence feature and one specific improvement suggestion. Students revise one sentence based on feedback.

7. 57–60 min · Exit ticket. Students write one final complex sentence from their draft best example and underline the conjunction and the relative clause. Teacher collects to assess accuracy and variety.

Resources

• Clause cards or printed sentence-part grids
• Mini whiteboards and pens
• Example complex sentence strips for annotation
• Editing checklist (conjunction, relative clause, punctuation readability)
• Pair peer-check sheet (2 stars and a wish)
• Photocopies of short Varjak Paw event prompts (age-appropriate)
• Highlighters (or coloured pens) for underlining conjunction/relative clause

Assessment

• Formative: teacher observation during clause-card construction (misplaced joining words, run-ons, missing clauses).
• Formative: mini whiteboard answers in the retrieval starter and model-notice activity.
• Summative-informal: exit ticket counts whether the final sentence contains a conjunction and clearly marked clause structure.

Differentiation

• Support: provide sentence starters and a word bank (because, while, although, so that; who/which/that/where). Offer sentence stems:
• “Varjak … because …”
• “The place … where …”
• Support: model an example with a relative clause broken into two parts for clarity, then merge it.
• Additional support for SEN/EAL: allow use of a sentence framework first, then students add one improved clause at a time; encourage oral rehearsal before writing.
• Challenge/variation: require students to use different conjunctions across their three sentences and ensure at least one sentence combines conjunction + relative clause.
• Extension (advanced learners): write a short narrative paragraph (4–6 sentences) about one event from Varjak Paw, using varied sentence structures (at least two complex sentences and one carefully chosen shorter sentence for contrast). Include one deliberate punctuation choice that improves readability.

Extension (optional)

• Advanced learners produce the paragraph described above and then underline every conjunction and relative clause to confirm variety and clarity.