Concept Unit

Lesson Plan Template

Unit Working Title: Why Do I Care?
Unit Big Idea (Concept/Theme): Value Systems
Unit Primary Skill focus: Reflection
Week 3 of 3; Plan # 7 of 9; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied:Syntax instruction, Vocabulary development
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
Affective (feel/value) and/or Non-Cognitive:
Performance (do):
4. Students will be able to write a memoir that reflects their own value systems.
f. Students will know how to form a compound sentence.
g. Students will know the different conjunctions in FANBOYS and when they should be
used.
h. Students will understand why we use compound sentences in our writing.
l. Students will be able to create compound sentences from simple sentences.
m. Students will be able to edit their own writing for compound sentences.

SOLs: [List with numbers portrayed in the SOL document]

6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
f) Extend general and specialized vocabulary through speaking, listening, reading, and
writing.
6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.

a) Use a variety of graphic organizers, including sentence diagrams, to analyze and

improve sentence formation and paragraph structure.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.W.6.3

Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 6 here.)
CCSS.ELA-LITERACY.L.6.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print

and digital, to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
CCSS.ELA-LITERACY.L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.L.6.3.A

Vary sentence patterns for meaning, reader/listener interest, and style.*

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each
assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related
lesson objectives that the assessment is evaluating.
Diagnostic

Formative
Compound sentence
worksheet- 4f, 4g, 4h, 4l
Compound sentence
workshop- 4f, 4g, 4l, 4m

Summative
Exit card- 4f, 4l
Memoir- 4f, 4g, 4h, 4l

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: The class will be arranged into tables of desks, with four
desks pushed together to create a table group. There will be five different desk groupings/tables
in the classroom..
1.

[ 15 mins.] Bridge/Hook/Opening to lesson: Probable Passage

Hello everyone, welcome to class. Make sure you pick up a Probable Passage sheet as you are
coming in the door!
Pull up PowerPoint to slide 2.
Go ahead and copy these vocabulary words into the NEW WORDS section of your notebooks.
Then, use these words to fill out your probable passage worksheet. Each of these words comes
from a passage we will use later today. Place them in the boxes you think they belong to, and
then come up with a gist statement. A gist statement is sort of like a summary statement. It
should include the words that are given and should describe what you think the passage is
going to be about.
Give students about 7 minutes to work on their sheets.
Alright everyone, now turn to a partner and read each other your gist statements. Decide which
one you like better or seem more realistic and be ready to share it with the class.
Give students 3 minutes to share with one another.
Im interested in hearing what you all came up with! Who wants to start us off in telling your
pairs favorite gist statement?
Give 5 minutes for class sharing.
Awesome work everyone. We will see a little later on whether or not you were right.
2.

[ 8 mins.] Check-in

Today is going to be another day of mostly writing workshop to continue working on our
memoirs. As I mentioned in class and as you can see from the writing timeline on your rubrics,
most of you should be at the end of drafting and/or starting the editing and revising stage of the
writing process right now.

We are going to start by doing something new called a Class Check-Up. We will be using this
strategy throughout the year as a way to check where everyone is in the writing process. It is
important that you are honest about what stage you are on so that I can help you if you are
maybe behind schedule.
Here is how this is going to work. Go to Slide 3 of PowerPoint. As we know, there are three
stages of the writing process that we have been working through for our memoirs. The first is
brainstorming; this is when you are still trying to decide exactly what you are going to write
about or are organizing your ideas. The next is drafting, in which you have started to write your
piece but maybe havent finished quite yet. Finally, there is the editing and revising stage where
you are working to shape your draft into the best version it can be. For the class check-up,
when I call your name you are going to quickly tell me what stage you are on. You dont need to
explain anything, just simply say brainstorming, drafting, or editing. For example, if Johnny
were in the drafting stage I would say Johnny and he would reply drafting! This should be a
quick process, and we should be able to do it in less than 2 minutes. If you are unsure about
where you are exactly, just pick the one you think is closest to where you are. Are there any
questions? Alright, lets try it out, and remember to be honest about your progress so that I can
support you where you are.
Go down the Class Check-Up chart. Each class will have the roster filled in for that class, and
simply put a check next to each name when the student indicates with stage they are on.
Thanks everyone! You all did great with that for it being the first time. Like I said, we will be
using this more throughout the year to check-in on your progress and I cant wait to see how
fast we will be by the end of the year.
3.

[ 20 mins.] Workshop time

Now we are going to move into working on our memoirs. Just like we did during our workshop
time before, this is an individual work time. There should be no chatting with your neighbors,
and you should focus on working on your memoirs. If you are still on the brainstorming stage, I
will be coming to conference with you to see how we can work on getting you caught up. If you
are in the drafting stage, work on finishing up your draft and moving into the editing and revising
stage. If you have a completed draft, work on editing and revising by going through the Do I
Have It? checklist to make sure everything is aligned. Remember, if you need specific help
write your name under the See Me list on the board and I will work to get to you.
Turn on classical music to set the tone for the workshop time. Look over chart and find which
students indicated they are in the brainstorming stage of their writing.
For conferences with students brainstorming:
- Ask what they have so far
- Come up with a plan or timeline to complete the work
- Work out an agreement as to when each part will be completed by

- Encourage them to work hard to keep up, but tell them you are there for support
For conferences with students drafting:
- See how far along in writing they are
- Ask them where they are going with their writing
- Ask how the process has been
- Ask what they are struggling with and what I can help work out
For conferences with students editing/revising:
- Ask how they feel their draft is currently
- Ask what part of editing or revision they are struggling with
- Ask what elements of their work they want to improve before turning it in
4.

[ 10 mins.] Mini-lesson on Compound Sentences

We are going to take a quick break from our writing to learn about something that can be done
to help improve it. If everyone could close and put away their computers and get out a writing
utensil that would be great.
Pass out guided worksheet for students. Go to Slide 4 in PowerPoint.
Can I have a volunteer to read this paragraph on the board? Have student read it. Great job,
thank you. Now who can tell me what is maybe wrong with this paragraph, or how we could
maybe make it better? Take student responses. Look for answers along the lines of it being
choppy or having short, boring sentences. Great insights everyone. I would agree that the
sentences here seem to be a little short and unvaried. Lets talk about how we could maybe fix
this in writing.
Go to slide 5 in PowerPoint.
We are going to work on creating compound sentences today. Compound sentences are those
that connect two main clauses with a conjunction, which is one of the vocab words we learned
earlier today. In case you forgot, main clauses contain one subject and one object, like this
example. In the sentence I like bananas, the subject would be I and the object would be
bananas. To combine sentences of this type we use conjunctions, and it helps our writing
become less choppy and more smooth or fluid.
4.

[ 15 mins.] Mini-lesson on Compound Sentences

Go to Slide 6 in PowerPoint.
Some common conjunctions that we will use can be remembered by the acronym FANBOYS.
Each of the words in this list is a conjunction that can combine sentences.
Go to Slide 7 in PowerPoint.

When using conjunctions, this is how we structure our sentences to create a compound
sentence. You can think of this as the formula. You would take your first main clause, add a
comma, then add the FANBOY you choose, then add the other clause. This will hopefully make
sense as we practice some. Now lets talk about each conjunction and what they mean for our
writing. As we go through the next few slides, copy down the compound sentences on the lines
labeled examples on your worksheets.
For slides 8-14 talk about each conjunction and how it functions in the sentence. For the first
two conjunctions (For and And), work on creating the compound sentences together. For the
rest, give students time to create them on their own then share before moving on to the next
conjunction.
5.

[20 mins.] More workshop time

Go to Slide 20 on PowerPoint.
Alright class, now its time for you to work on compound sentences in your own writing. What I
want you to do first is to go through and highlight any sentences that are next to each other that
you think you could combine to make a compound sentence. Remember, not everything has to
be a compound sentence, but do it where you feel it will help your writing become more fluid
and not as choppy. Once you have gone through and highlighted, go ahead and use the
sentence, comma, FANBOY sentence structure that you learned to create new sentences in
your writing. If you read it and dont like the way it sounds, its ok to change it back. BUT make
sure that you are selecting a FANBOY that is appropriate for what you are trying to say. If you
need help remembering when they are used, look back at your worksheet. When you finish with
this, continue to work on your memoir for whatever stage you are in.
Turn on music again to set mood for workshop time. If unable to reach all the students in the
brainstorming stage during the first workshop, make sure to conference with them first. Then,
move around room to help students create their compound sentences. Look at where students
are added them into their writing or see if they are missing times when compound sentences
could/should be used. Have them read their writing out loud to you to see how it sounds.
6.

[ 5 mins] Closure: Exit card

Go ahead and wrap up what you are working on everyone. I am going to pass out an exit card
for you to complete before you leave class today. Please answer each question to the best of
your ability. This will help wrap up what we learned about compound sentences and will help
give me an idea of what support you need with your memoir.
Pass out exit cards to students, and give them a few minutes to complete.
Thank you for your hard work today everyone. Your writing looks great, and I cant wait to see
the finished products. Thank you for staying on task and being great students!

Also, I have your Community Values Reports for you. Go ahead and take them with you, and if
you have any questions about the feedback I gave then feel free to come see me!

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in
order to address the needs of one or more of your profiled studentsidentify them by name)
For this vocabulary and syntax lesson, I would work to make sure Andrew is sitting with
someone who could help him through the concepts. I would choose a student who I believe
already has a firm grip on the concepts and wouldnt mind helping Andrew understand these
aspects of the English language better. I would also switch some vocabulary to easier words,
since he is still learning the basics.
Materials Needed (list):
Class Check-Up chart
PowerPoint
Guided worksheet
Exit Card

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
PowerPoint

Outside resources:
http://www.grammar-quizzes.com/8-3punc.html

Name:______________________
Date:______________________
Block:______________________

Probable Passage
Characters

Setting

Problem

Gist Statement:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Outcomes

Unknown Words

To Discover

CLASS CHECK-UP; Date:_______________

STUDENT NAME

BRAINSTORMING

DRAFTING

EDITING/REVISING

FINISHED

Name: _____________________________
Date:_____________________________

Compound Sentences
Compound sentences are created by linking two main clauses
with a conjunction. Some conjunctions that we can use are:
FOR , which means reason or because.
Example:
_____________________________________________________________
______________________
AND, which means addition or also.
Example:
_____________________________________________________________
______________________
NOR, which means not or or and not.
Example:
_____________________________________________________________
______________________
BUT, which means against or in contrast.
Example:
_____________________________________________________________
______________________
OR, which means alternative or one of two options.
Example:
_____________________________________________________________
______________________
YET, which means concession or unexpected or surprising
outcome.
Example:
_____________________________________________________________
______________________

SO, which means result

Example:
_____________________________________________________________
______________________

EXIT CARD
Name:____________________________
1. Combine the following sentences to make one compound sentence:
Jeremy has one brother. Jeremy has two sisters.
____________________________________________________________________________
Sandra hates peanut butter. Sandra loves mac and cheese.

2. How can I best help you with your memoir right now?
____________________________________________________________________________
____________________________________________________________________________

EXIT
CARD
Name:____________________________
1. Combine the following sentences to make one compound sentence:
Jeremy has one brother. He has two sisters.
____________________________________________________________________________
Sandra hates peanut butter. She loves mac and cheese.
____________________________________________________________________________
2. How can I best help you with your memoir right now?

____________________________________________________________________________
____________________________________________________________________________