LEARNING-FOCUSED Lesson Plan

Plan for the concept, topic, or skill Not for the class period

Name
:

Topic:

Huffman Academy

Language Arts - Compound

Sentences

Learning Goals for this Lesson

Standards:
CCSS.ELA-LITERACY.L.4.2.C; CCSS.ELA-LITERACY.L.4.1.F; ALEX.ELA.15.4.40.A

Students Will Know:

How to join two simple
sentences into one compound
sentence
How to recognize and properly
use conjunctions

Lesson Essential Question:

Activating Strategy:

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Students Will Be Able To:

Use a comma before a

coordinating conjunction in a
compound sentence.
Produce complete
sentences, recognizing and
correcting inappropriate
fragments and run-ons.
Choose words
(conjunctions) and phrases to
convey ideas precisely
Use correlative
conjunctions (e.g., either/or,
neither/nor).

Key vocabulary to preview and vocabulary strategy:

Conjunction(s), F.A.N.B.O.Y.S.,

Lesson Instruction
Learning Activity 1:
Show students the activating strategy question on the board, along with
the Oreo Graphic organizer. Allow students to respond with a show of
hands. Sentences are exactly the same! They are better when theres
something between them! Conjunctions!

Advise students to look at the sentence at the top. How many complete
sentences do you see? After students provide their response, have
students underline both simple sentences, and explain that each one is a
complete sentence on their own. However, they can be combined into a
compound sentence using a conjunction.

Have students write the word COMPOUND SENTENCE in the brackets,

and also write: when two complete sentences are connected by a
CONJUNCTION Then, students will write SUBJECT AND PREDICATE
on the line for the chocolate parts, and CONJUNCTION on the line for
the cream part.

Well, what is a conjunction? Lets look at the sentence at the top. A

conjunction is a connecting word that connects two complete
sentences and makes them into one compound sentence. Students
will underline the simple/compound sentences and circle the comma and
the word or. Advise students that there are seven conjunctions that we
will use, and each one comes after a comma in a sentence.

The teacher will introduce the first three conjunctions: and, or, but. The
teacher will explain that each conjunction comes after a comma. The
teacher will model with two different compound sentence creations:
1. My brother wants to get a dog. I want to get a cat.
2. My mom said that I could go mow the lawn or do
homework. I dont want to do either.

Assessment Prompt for LA 1:

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Graphic Organizer

The teacher will display page 13 of the Grammar and Writing Practice
Book on the Promethean board, pass the same page out to all students,
and work through the entire page with the students.

Learning Activity 2:
The teacher will review what a compound sentence is with students,
providing at least two examples on the board to review:
1. My dog brought his toy to me. We played tug-of-war.
2. The flowers in the garden bloom in spring. They wilt in
the fall.

The teacher will explain that there is an easy way to remember the seven
conjunctions. The teacher will write F.A.N.B.O.Y.S. on the board, and
pass out sheets of light-colored (probably white) construction paper.
Students will take out seven crayons (not yellow). The teacher will model
how to create the paper fan, and students will complete the activity with
the teacher.

The teacher will review one sentence for each conjunction:

It was raining outside. I read a book. (so)
I like chocolate ice cream. I love brownies more. (but)
Tommy did not take the money from his friend. It wasnt
the right thing to do. (for)
Sarah waited patiently for her birthday. The day has
finally come. (and)
I could cook dinner. I could go to a restaurant. (or)
Alex owns a bike. He does not know how to ride it. (yet)
Marie did ask for help. She did not offer any. (nor)

Assessment Prompt for LA 2:

Have students complete pages 68 and 69 in Grammar workbook.
Students can discuss the information in their own groups. Students
should have no more than 20 minutes to complete both pages.

Assignment

Learning Activity 3:

Students will complete

the Compound
Sentences test (page 15
in Grammar and Writing
Practice Book). Page is
printed off and handed

Review answers from pages 68 and 69.

Then, students will work in groups. Each group of students will be given

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two simple sentences. Together, students must create three possible

endings to create a compound sentence, using three different
conjunctions. Students will do this for each of the simple sentences,
creating a total of six different sentences.

As time allows, during the time when students have Chromebooks, the
students will go to https://www.quia.com/pop/37751.html?
AP_rand=1153567147, and play the review game, once. When done, the
students will call the teacher over, and the teacher will write down the
score (how many they got correct).
Assessment Prompt for LA 3:
Students will complete page 71 in their workbook. Teacher will take these
up and grade them. Students may have the opportunity to review before
test.

Summarizing Strategy:

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to students. This will be

for a grade.

ACC: Students
demonstrating special
needs will be provided
fewer choices on the
multiple choice test.

MOD: Students who do

not perform well on the
test will have the
opportunity to see what
they missed and redo
the answers.