Alex Funt

7th and 8th Grade English

First Period

July 9, 2008

Objectives:

1. TSW distinguish between subordinating and coordinating conjunctions. (DOK 1, MSF 4a)

2. TSW distinguish between subordinate (dependent) and main (independent) clauses. (DOK 2, MSF 4a)

Materials: whiteboard, markers, transparencies, overhead projector, Writer's Choice, colored pencils

Do-now:

She read for seven hours.

She reads constantly, for she enjoys good books.

Using different colors for each item, label in each sentence:

1. All subjects and verbs

2. Any adjectives and adverbs

3. Any prepositions and objects of prepositions

4. Any conjunctions

Students will come to the board to share and explain their answers.

Set:

Today we are going to focus on clauses "on a leash" and their owners: subordinate and main clauses.  Who remembers what the leash represents, in our class, in terms of grammar?  Can someone remind me what subordinate means, from yesterday's class?  Remember that a dog is subordinate to a human, and it needs a leash to be connected to its owner so that it doesn't run off and get hit by a car.  Its well-being depends on its owner.  Clauses are also subordinates or owners.  Another name for a subordinate clause is a dependent clause, and another name for a main clause is an independent clause.  By the end of the period, you will be able to distinguish between dependent and independent clauses.  But first, so that you will be able to reach our other objective, which is to distinguish between subordinating and coordinating conjunctions, you are going to work to understand the uses of coordinating conjunctions and practice identifying coordinating conjunctions.

Procedures:

1. Pass-out colored pencils and collect FANBOYS sentences (2 minutes)

2. Do now (7 minutes)

3. Review do now (7 minutes)

4. Set (4 minutes)

5. Go through examples of coordinating conjunctions uses on the coordinating conjunction worksheet. (10 minutes)

6. Students will complete the exercise on the worksheet, which asks students to choose the correct coordinating conjunction depending on context. (5 minutes)

7. Orally review their responses, asking students to explain why they made their choices. (7 minutes)

8. Collect worksheet and remind students of grammar song extra credit assignment. (2 minutes)

9. Reintroduce subordinating conjunctions using the leash metaphor and example sentences on the transparency, noting that if the conjunction is not FANBOYS, they should assume it is subordinating.      Get students to see that the clause with the subordinating conjunction depends on the clause without one.  Administer guided practice on the transparency in which students identify the subordinating conjunction, the clause it introduces, and the main clause, again using colored pencils to demarcate the different elements. (9 minutes)

10. The students will independently copy sentences from the transparency and identify the subordinating conjunction, the clause which it introduces, and the main clause.  (8 minutes)

11. Students will come to the board to provide and explain their answers. (9 minutes)

12. Students will complete worksheet in which they must distinguish between subordinating and coordinating conjunctions and label clauses as dependent or independent. (9 minutes)

13. Students will share answers, time permitting. (8 minutes)

14. Closure and collect worksheet (3 minutes)

Closure:

Today you identified coordinating and subordinating conjunctions.  What is the conjunction we talked about that is kind of like a smitten?  Why is it like a smitten?  What is an example of a coordinating conjunction?  What is the acronym we have used to remember coordinating conjunctions?  What is the conjunction we talked about that is kind of like a leash?  Why is it like a leash?  What is an example of a subordinating conjunction?  In the next lesson, you will learn to distinguish between coordinating and subordinating conjunctions, and you will apply that knowledge toward identifying dependent and independent clauses, which we touched on just briefly last period.

Assessment:

1. TSW identify subordinating and coordinating conjunctions.

Informal: The teacher will assess student answers to the worksheet and transparency exercises (M) that ask students to identify coordinating and subordinating conjunctions (C).

Formal:  The teacher will administer an exam (M) that asks students to identify coordinating and subordinating conjunctions (C), with grades recorded (D).

2. TSW distinguish between subordinate and main clauses.

Informal: The teacher will assess student answers to the worksheet and transparency exercises (M) that ask students to label subordinate and main clauses (C).

Formal: The teacher will administer an exam (M) that asks students to choose whether a clause is subordinate or main (C), with grades recorded.

 Create your own educational wiki!HelpPublic, not yet premium Privacy Policy RSS