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Day 18 — Give a sentence enough detail, then stopYear 5 English · T1 W3–4 · Day 18 lesson

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Year 5 / English / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Optional practice · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Goal: build a precise expanded noun group and a complete complex sentence without importing a feeling as fact. Proposed codes: AC9E5LA05, AC9E5LA06, AC9E5LY06, AC9E5LY09. Prepare: Text C, movable clause strips, Card 18.

  1. Word/start · 3 min. Build write/rewrite; learners spell rewrite from its known base and check the retained letters. Ask if repair follows the same transparent split (not taught as such).
  2. Model · 5 min. Expand “cover” to “Sol's loose book cover”, tracing each detail to Text C. Reject “Sol's angry cover” as a claim about feeling, not sourced description.
  3. Clause guide · 4 min. Join dependent “Because the pages could fall” to main “Sol pressed the cover closed.” Move the dependent clause after the main and discuss which message now comes first.
  4. Choose/respond · 7 min. Card 18 offers paper book, model timetable or sports prop. Learner writes one supported expanded noun group and one complete main-plus-dependent sentence about a chosen source detail.
  5. Peer edit · 4 min. Peer removes the dependent clause; if the remaining main clause cannot stand, learner repairs it. Check every new detail against source.
  6. Exit · 2 min. Ask if “Because Sol looked down.” stands alone as the full intended explanation. Key: it is dependent/incomplete here; looking down alone does not establish motive.