Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach

Choose the template that best fits your lesson
Direct instruction

Subject: 6th English Language Arts

s conventions when writing, speaking, reading, or listening.

ader/listener interest & style.

n understanding of simple, complex, and compound sentences individually by creating an example of each sentence.

e able to individually complete the Exit Ticket activity with ~ 75% accuracy. 9 out of 12 possible points.

oint for predicate, and 1 point for punctuation.

e, 1 point for punctuation, and 2 points for correct use of FANBOYS.
point for independent clause, 1 point for punctuation, and 2 point for correct use of subordinating conjunctions.

complex):

using FANBOYS.
sing subordinating conjunctions

ng or being something. Ex: The boy, A dog, My sister

ccurrence, and forming the main part of the predicate of a sentence.
ng a verb and stating something about the subject.
s a subject, verb, and expresses a complete thought.
e that connects two independent clauses. Ex: for, and, nor, but, or, yet, so
endent clause with additional information, but which cannot stand alone.
troduces a subordinate clause. Ex: after, although, as, because, before, even
ever, whereas, wherever, while

Materials/Technology Resources to be Used:

Whiteboard, Notebook paper, Pencil/Pen, Whiteboard mar

whiteboard.

ing, and make relevant to real life):

riter would use different types of sentences. They could go over the positives of varying sentence structure and the negatives of having repe

d make note that they are only covering three types of sentences, simple, complex, and compound. Additionally the instructor will have stud

s the main idea of simple, compound, and complex sentence structure, and will

ey components of simple sentences to the students and provide appropriate

ey components of compound sentences to the student and provide appropriate

instructor will also familiarize the students with FANBOYS and make note of
em.

Student Will: Write down definitions for their notes. The

they understand the content or to give examples of a comp

If Co-Teaching is applied: The students will divide into tw

instructors.

ey components of complex sentences to the students and provide appropriate

instructor will also familiarize the students with dependent clauses and the use
instructor will also highlight to their students of the two formulas for creating
punctuation necessary for complex sentences.

ed specific learning accommodations will receive the PowerPoint slides to follow along with and make any additional notes whil
so it would be good to provide some students with fill in the blank notes if they desire that option.

pes of sentences being covered here, so one teacher could fist introduce simple sentences and independent clauses. Afterwards, t
d cover either compound or complex sentences. After the students are familiar with each, the groups would rotate and learn abou

best be done through overhead projector because it is essentially a fill in the

es of sentences we covered. However, the activity could be done in a word
The instructor guide the students through the story and prompt them to fill in
as a whole class and the instructor will call on students to fill in the blanks.

Student Will: The activity that the students will be doing

calls for the students to fill in the blanks in order to create
compound, and complex sentences inside the activity.

e teacher could provide them with a printed out version of the story for the students to have in-front of them to fill out as the class generates

r could present a sentence to the students and each call on students to fill in the blank and then alternate between sentences.

o groups and each instructor would walk through the activity with their group.

hey feel comfortable with creating simple, compound, and complex sentences
troduce the assignment to the students. For the assignments the students will
ach of the three sentences on a half sheet of paper. The instructor will note that
pound, and complex sentence. The students cannot make three simple
ple of each.

Student Will: Get out a half sheet of paper or share a half s

sentences. They will create one example for each of the th

This exercise will be done independently, but the students

clarification or to answer questions related to their underst

of FANBOYS and subordinating conjunctions for the students on the white board so they can visually see these components in front of them

can walk around and help students with questions if they have them. Additionally one teacher could assist students while the other teacher w
e students to see.

After the students have completed the independent Practice, the instructors will ask them to write any questions that they have on the bottom
ing they liked about todays lesson and one thing they did not like.

t practice (they should be on the same half sheet of paper) and it will be used as an exit ticket. Additionally the exit ticket could be used as at