Lesson Details


  • Name: T2 English W5 - Sentences, punctuation and grammar
  • Code: PR.2.5.Y5E.17
  • Specification Reference: N/A
  • Keywords: N/A
  • Objectives: Use some sentence variation created e.g. direct speech; simple adverbials (e.g. we played after tea... it was scary in the tunnel) Use speech punctuation (inverted commas) correctly with a new line for each speaker Include features of text type/genre that are appropriate to the task (e.g. choice of tense/verb form; layout; formality) Organise content in paragraphs/sections (e.g. main idea usually supported or elaborated by following sentences) Include description of narrator’s or character’s reaction to events Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Use precise expanded noun phrases to add interest and detail (e.g. the paisley patterned tie with a Windsor knot…) Use modal verbs or adverbs to indicate the likelihood of something happening (e.g. could, might, should) Select the appropriate form and use other similar writing as models when planning Describe settings, characters and atmosphere in narratives Include dialogue throughout a narrative to show character traits and move the story on Can redraft a section of writing to strengthen impact Use a wider variety of conjunctions to clarify relationship between ideas (e.g. despite, although) Use fronted adverbials (e.g. Sadly, Happily); adverbial phrases (e.g. After a while, Next to the station); and subordination (e.g. When it stopped raining…..Creeping quietly,) Use features of writing generally appropriate to the selected task (e.g. use of dialogue in a story; use of first person for a letter; use of imperative in instructions) Sequence sentences logically to extend ideas
  • Competency: Use some sentence variation created e.g. direct speech; simple adverbials (e.g. we played after tea... it was scary in the tunnel) Use speech punctuation (inverted commas) correctly with a new line for each speaker Include features of text type/genre that are appropriate to the task (e.g. choice of tense/verb form; layout; formality) Organise content in paragraphs/sections (e.g. main idea usually supported or elaborated by following sentences) Include description of narrator’s or character’s reaction to events Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • Proficiency: Use precise expanded noun phrases to add interest and detail (e.g. the paisley patterned tie with a Windsor knot…) Use modal verbs or adverbs to indicate the likelihood of something happening (e.g. could, might, should) Select the appropriate form and use other similar writing as models when planning Describe settings, characters and atmosphere in narratives Include dialogue throughout a narrative to show character traits and move the story on Can redraft a section of writing to strengthen impact
  • Mastery: Use a wider variety of conjunctions to clarify relationship between ideas (e.g. despite, although) Use fronted adverbials (e.g. Sadly, Happily); adverbial phrases (e.g. After a while, Next to the station); and subordination (e.g. When it stopped raining…..Creeping quietly,) Use features of writing generally appropriate to the selected task (e.g. use of dialogue in a story; use of first person for a letter; use of imperative in instructions) Sequence sentences logically to extend ideas

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