Simple Sentence Crafting

Overview

In this second lesson of the unit Adventures with Varjak Paw, students practise writing accurate simple sentences about Varjak’s experiences. They build from earlier reading and discussion by choosing verbs, adding clear subjects, and using correct punctuation.

Learning intentions

Students will:

• WALT write simple sentences that clearly describe Varjak’s actions.
• WALT use formal vocabulary where appropriate for writing (e.g., discover instead of find out).
• WALT use correct punctuation to demarcate sentences.
• WALT use sentence structure confidently: subject + verb (+ object/adverb).

Success criteria

Students can:

• Write five simple sentences starting with a clear subject (Varjak).
• Include a strong verb that matches Varjak’s actions (e.g., sneaked, listened, ran, climbed).
• Use capital letters and full stops correctly.
• Keep each sentence as one clear action (not blended into multiple independent actions).

Curriculum links

• Vocabulary, grammar and punctuation: formal vs informal vocabulary choices (e.g., ask/request, find out/discover).
• Vocabulary, grammar and punctuation: layout devices to structure text (e.g., writing each sentence on a new line for clarity).
• Vocabulary, grammar and punctuation: use of simple sentence boundaries and punctuation appropriate for writing.

Lesson structure (60 minutes)

1. 0–5 min · Retrieval warm-up. Teacher displays two short sentence options from the previous lesson’s discussion; students identify which is clearer and why, using “subject/verb/action” prompts. Students underline the subject and verb in the clearer option.

2. 5–15 min · Model and mini-lesson. Teacher models writing 3 simple sentences about Varjak (shared writing on the board), thinking aloud about choosing verbs and keeping one action per sentence; emphasise capital letters and full stops. Students join in orally by suggesting verbs and actions, then copy one example sentence into books.

3. 15–25 min · Planning grid: actions first. Teacher shows an action list from the text (or a teacher-made card set) such as listened, crept, watched, ran, hid, climbed, followed. Students choose five actions. Students complete a quick plan: 5 lines each with (Varjak + verb) and optional detail (where/when/how).

4. 25–40 min · Write: five simple sentences. Teacher circulates, using a checklist: clear subject, one action, correct punctuation, and accurate meaning. Teacher explicitly reminds that simple sentences can still include extra details (where/when/how) as long as they remain one clear action. Students write their five sentences, aiming for accuracy first, not perfection.

5. 40–50 min · Feedback swap: partner check. Teacher sets a partner routine: “Read it. Point to the subject. Circle the verb. Check the full stop.” Students give one “green” (what’s working) and one “next step” (one specific improvement) to their partner.

6. 50–58 min · Edit and polish (targeted). Teacher demonstrates how to improve one sentence without adding complexity (e.g., replacing a weak verb with a precise verb; adjusting vocabulary from informal to more formal). Students make one edit: improve one verb or add one optional detail (where/when/how) while keeping it simple.

7. 58–60 min · Exit ticket. Teacher collects books and asks students to write a final quick sentence on a small slip: “Varjak _________.” Students complete the slip with a correct verb and final full stop.

Resources

• Teacher board/presentation or printed sentence exemplars
• Action word cards (verbs) related to Varjak’s experiences
• Student books and lined paper
• Sentence-check checklist (subject, verb, full stop, one action)
• Partner feedback sheet (Green + Next step prompts)
• Exit ticket slips

Assessment

• Formative during writing: teacher checks for clear subject + verb and whether sentences represent one action.
• Partner feedback: students circle verbs and confirm full stops to surface misconceptions.
• Exit ticket: verifies students can produce a correct simple sentence independently.

Differentiation

• Support for struggling writers: provide sentence starters on a strip (e.g., “Varjak listened…”, “Varjak crept…”, “Varjak ran…”, “Varjak hid…”) and an “optional detail” bank (in the alley, quietly, at night, behind a wall). Offer sentence stem frames in books if needed.
• Support for EAL: highlight verbs with colour-coding; allow oral rehearsal of each sentence before writing; provide a picture prompt for action words if available.
• Targeted guidance: for students mixing multiple actions, ask a question: “Is this one action or two? If two, split into two simple sentences.”
• Extension for advanced learners: rewrite one of their sentences using a more precise verb or a formal alternative (e.g., replace find out with discover). They then improve by varying the sentence detail while keeping it simple (e.g., change the time/place phrase).

Extension (optional)

• Choose one sentence and replace the verb with a synonym that better matches the scene; then read it aloud to ensure it still sounds like Varjak’s experience.