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Lesson
Plan
Lesson
Title:
Simple
Sentences
to
Complex
Sentences
Teacher:
Ms.
D.
Students:
Approximately
12
students
Date:
04/11/14
Grade
Level:
9
Room
Number:
215
Period:
7
Todays
Lesson:
Grammar
Central
Focus:
The
central
focus
of
this
lesson
is
to
address
an
error
pattern
in
students
writing.
One
of
the
most
common
mistakes
students
make
in
their
writing
is
using
simple
sentences
instead
of
developing
compound
or
complex
sentences.
The
focus
of
this
lesson
is
to
show
students
how
to
improve
their
writing
through
looking
at
sentence
structure.
Essential
Question(s):
What
do
simple
sentences
sound
like?
How
do
we
change
our
sentences
for
variety?
Essential
Understanding:
Effective
writing
has
a
variety
of
sentence
types.
By
employing
simple,
compound,
complex,
and
compound-complex
sentences,
it
creates
variation
and
fluency
in
writing.
Content
Standard:
CCSS.ELA-LITERACY.L.9-10.1:
Demonstrate
command
of
the
conventions
of
standard
English
grammar
and
usage
when
writing
or
speaking.
CCSS.ELA-LITERACY.L.9-10.1.B:
Use
various
types
of
phrases
(noun,
verb,
adjectival,
adverbial,
participial,
prepositional,
absolute)
and
clauses
(independent,
dependent;
noun,
relative,
adverbial)
to
convey
specific
meanings
and
add
variety
and
interest
to
writing
or
presentations.
Student
Learning
Goal(s)
and
Objective(s)
1.
Students
will
be
able
to
define
and
identify
simple,
compound,
and
complex
sentences.
2.
Students
will
be
able
to
assemble
compound
or
complex
sentences
from
a
series
of
simple
sentences.
3.
Students
will
be
able
to
write
compound,
complex,
or
compound
complex
sentence
using
coordinating
conjunctions,
subordinating
conjunctions,
and
commas
where
they
are
needed.
Notes:
Compound
sentence:
a
sentence
made
from
two
independent
clauses
(or
complete
sentences)
connected
by
a
coordinating
conjunction
Coordinating
Conjunctions
(FANBOYS):
for,
and,
nor,
but,
or,
yet,
so.
Used
to
combine
two
independent
clauses
(or
complete
sentences)
Complex
Sentence:
made
up
of
an
independent
clause
(cant
stand
alone)
and
one
or
more
dependent
clauses.
Subordinating
conjunctions:
after,
although,
as
because,
before,
even
though,
if,
since,
when,
and
until.
Used
to
introduce
a
dependent
clause.
Structured
Practice
and
Application
I
will
ask
students
to
write
down
a
simple
sentence
on
a
piece
of
paper.
Once
they
have
written
a
sentence,
they
will
pass
it
to
the
person
next
to
them.
Then
they
will
write
a
simple
sentence
on
the
next
sheet
of
paper.
They
will
pass
the
paper
again.
They
will
write
a
simple
sentence
and
then
pass
it
to
the
person
next
to
them
one
last
time.
Now
each
student
should
have
a
piece
of
paper
with
three
simple
sentences.
Students
will
then
have
to
combine
the
three
simple
sentences
using
coordinating
and/or
subordinating
conjunctions
to
make
compound
or
complex
sentences.
Closure
Students
will
be
able
to
share
examples
of
how
they
combined
their
simple
sentences.
Students
will
be
able
to
model
for
their
classmates
their
method
for
combining
simple
sentences.
For
Homework,
students
will
be
required
to
write
a
detailed
paragraph
using
variations
in
sentences.
They
will
have
to
answer
the
question:
Looking
at
lines
60
to
102,
Why
does
Mercutio
go
on
this
rant
about
Queen
Mab?
Use
details
from
the
text
to
support
your
response.
Materials
Paper,
dry-erase
board,
overhead
projector.