OUTCOME

A student:
uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different
media and technologies EN3-6B

Key: Ind. - Individual work, Class - Class work, Pair - Pair work, TL - Teacher Led, Kin-Kinesthetic, Vis-Visual, Aud-Auditory

Lesson WALT Starter Main Plenary
1 know that
punctuation can
be used to achieve
a purpose.
Ask students to
write down as many
pieces of
punctuation they can
think of. (3 minutes)
Collect ideas from
students and write
them on the board.
(Ind./Class)
Show students the Punctuation Pyramid and explain that the further down
the pyramid they can get the higher the level of writing.
Students write a sentence to illustrate how each piece of punctuation is
used. This will allow you to assess their prior knowledge.
Explain to the students that today you will look at the purpose of 5 of the 6
most common pieces of punctuation (orange on the pyramid). Work
through the powerpoint and discuss each piece whilst students self-mark
their sentences and take notes on what they have missed. Commas will be
looked at later in the sequence.
(TL/Ind)
Students identify any
punctuation that they
still struggle with.
On White boards ask
the students to draw
the punctuation which
matches your purpose
statement e.g Shows
that a sentence has
finished Students
draw a full stop.
Allows for immediate
AfL
Lesson WALT Starter Main Plenary
2 Understand what
an apostrophe is.

Use the
apostrophe to
show possession.

Use both its and
its correctly.
Students write three
words on white
boards each word
must use an
apostrophe. Students
show answers.
Give each student a copy of the WALTs (Apostrophe WALT sheet) for
today and ask them to glue in their books.
Discuss the purpose of an apostrophe
1. To show omitted letters
2. To show possession.
Hand out Apostrophe 1 sheet. Ask students to choose a word from column
one, teacher writes it on the board. Ask another student to choose an
appropriate word from column two again write this on the board. Ask a
third student what contracted word the two words would make. Model
rubbing out the letters and contracting the word. Students then do this for 5
words using their own white boards. They then record these in their books
e.g Could not - Couldnt. Collect responses from students and write on the
board.
Move on to discuss apostrophes for possession using the Powerpoint.
Students should attempt the worksheet (Apostrophe 2) which covers
singular and plural possession. Finally discuss its and its (on Powerpoint)
have students write 2 examples for each.(Ind.Kin.TL.Class.Vis).
This lesson may take two sessions.
Students identify the
mistakes on the last
slide. Students colour
in each of the WALTs
(given at the start of
the lesson) to identify
how well they think
they have met the
Walt. Green for secure
knowledge, yellow for
nearly there and red
for no idea.
Lesson WALT Starter Main Plenary
3 Know that
commas are used
to achieve a
purpose.
Quick fire Q&A on
punctuation from
lesson 1.
Students draw a large comma in the centre of a clean page. Address each
use of a comma separately (use Powerpoint- Commas1) Students make
notes around their drawn comma. Before moving on to the next purpose,
students should complete the activity for each purpose.
1. Listing comma - Students write a sentence which includes list of three to
four items. They must put a comma in the correct place.
2. Joining comma - Students write two separate but related sentences on.
They then re-write to make one sentence adding a comma and one of the
following connecting words: and, or, but, while and yet. Collect
examples from students to share with the class.
3. Before speech - explain to students that we use a comma before we open
our speech marks for direct speech.
Edit to the ability of your group. You may chose not to go through all of
the purposes of a comma. There are a couple of uses not addressed in this
unit please add them if you feel your students are capable of understanding.
(Vis, Ind,Class, TL)
Quick fire round on
the use of commas
covered in the lesson.
4 Know how to use
bracketing comma
correctly
Q & A - How do we
add detail to our
sentences?
Introduce the Bracketing comma - A pair of commas used to mark off a
weak interruption. This interruption gives us more detail. Work through
Powerpoint Bracketing Commas and model how to use bracketing
commas. Students then attempt task individually. Using the words given in
the Short task students work in pairs to make sentences which included
bracketing commas. Students work independently through the worksheet.
(Tl, Ind, Pair,)
Students highlight
how hard they have
found the lesson on
the sheet. Collect
some of the work
sheet responses from
students and discuss
any errors.

Lesson WALT Starter Main Plenary
5 Use speech marks
correctly.
Look again at the
Punctuation
pyramid. Explain to
students that we will
be moving on to the
next level. Ask the
students what piece
of punctuation has
been added at this
level (Speech
Marks).
Class discussion about why we use speech marks. Work through
powerpoint explaining new line for a new speaker and where speech marks
go.
Speech Washing line
Print out a sentence which includes direct speech. There should be one
word of the sentence per page. Assign one word to an individual until the
sentence has been distributed. Students line up in order. Two students are
are given speech mark, they need to insert themselves where they think the
speech marks belong. Discuss answers. Repeat with another sentence. This
can be extended to students creating a new line for a new speaker etc.
Worksheet
Students then fill in the missing speech punctuation on the work sheet
given.
(Class, TL, Vis, Kin, Ind)


Students bullet point
the rules for using
speech marks. Ask a
couple of students to
share their points.
6 Improve the way
we use speech in
our writing.
Students jot down as
many different
emotions as they can
think of. Collate as a
class.
Mindmap - Students write the word Said in the centre of their book. Ask
them to write down the emotions as arms on their mindmap. In pairs
students write 2-3 ways in which we might say something for each emotion
e.g Angry - roared, screamed. Collect as a class, discuss and students add
to their own mindmap.
Students write a 3+ sentences with direct speech. They cannot use the word
said and they must address a minimum of 3 emotions. Share as a class.
(Vis, Pair, Class, Kin)

Quick fire Q and A.
Students must each
give a way of
speaking for the
emotion you give.