Claflin University School of

Education
EDUC 450: Teaching English/LA
Name: Tyrone Aiken

Date: September 19, 2016

PART I: PLANNING
Sentence Types: Simple, complex, compound, and
compound complex
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source

This idea was derived from my cooperating teachers lesson plans

ELA
Subject Area (s)
8th
Grade Level
Curriculum Standards

8-W. 4. E-Demonstrate command of Standard English

Grammar and usage when writing or speaking. Use
noun, verb, adjectival, adverbial, participial,
prepositional, and absolute phrases, and independent,
dependent, noun relative, and adverbial clauses to
convey specific meanings and add variety and interest to
writing.

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background

Information

Lesson Objectives

During this lesson, students will first try to identify each type of sentences in order
for me to see what they know. I will then present a PowerPoint containing
information about the different types of sentences. Students will be given the
opportunity to take detailed notes on the type of sentences from the presentation.
Students will then practice identifying 2 of the 4 types of sentences. The next day
the other 2 will be introduced. Students will then begin to write simple and
compound sentences on an agreed topic. Next they will read the sentences aloud
and allow classmates to try and identify which type of sentence was read. To
close, students will identify what they have learned by writing it using simple and
compound sentences. Later in the week students will be introduced to complex
sentences (Wednesday) and Compound-complex sentences (Thursday). Students
will create foldables with the meaning and examples of all 4 types of sentences.
They will also be given multiple practice activities including games such as
around the world and extended classwork sheets for independent practice.

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The students will be able to identify and write simple and compound sentences.

Students will be able to use simple and compound sentences in context

How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?

Varying Objectives for

Individuals Needs

How will I vary these objectives for students who are presently learning English?

For students who do not understand the material, I will allow them to use their
notes to assist them as we move forward in the lesson. With my assistance and
their notes, this will bring students to the same altitude as students who do
understand the material.

For students who have mastered the material, I will allow them to create an
example of each of the types of sentences to use to assist their class mates who
do not understand the material.

Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Anticipatory Set

It is important for students to learn this concept because it is beneficial to the

expansion of students writing skills. This will allow students to add complexity to
their writing.

Laptop
PowerPoint
Smartboard
Sentence strips
Markers
Construction paper
Scissors

What will you do to motivate the students and get their attention? What is the hook that
will serve as a focus for the lessons activities?

To capture students attention, they will try to identify simple and compound
sentences using Socrative. (A classroom application that helps make learning
more fun)

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice

Checking for Understanding

To find out what my students already know about simple and compound
sentences, I will have them write what a simple and a compound sentences mean
to them and have them write an example.
What will I do to show students what is expected?

To show students what is expected of them, I will write two examples of both
simple and compound sentences and explain to them why they are simple and
compound.
What will we do together as they learn how to succeed at the new task?

Together, students and I will engage in practicing identifying simple and

compound sentences

What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

To see what students are understanding so far, I will orally give students examples
of the two types of sentences and have them identify which type of sentence was
said. This provides an opportunity for students to use their hearing instead of
seeing the sentences. (Differentiating instruction)
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

Students will practice writing original compound and simple sentences on an

agreed topic.

Students will read their examples aloud and peers will respond to identify whether
or not the example is simple or compound.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the
lesson to reinforce concepts taught during the lesson?

Students will describe what they have learned using IDENTIFIED simple and
compound sentences

What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)

Assessment will be attached

What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Extension Activities

Nightly Reading

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

The technology that will be used in this lesson is the smartboard. It will assist me because it
will allow me to touch and move simple, compound, complex, and compound complex
sentences to give students a more holistic and engaging view of them. The smartboard allows
you to highlight and blow-up material as needed.
How will you connect this lesson with other content areas across the curriculum?
The Arts: To connect this lesson with the arts, I am having students to create and design their own
foldable which will contain the meaning and examples of each of the 4 types of sentences.

Connection Across the

Curriculum

Health: Being able to communicate fluently using a variety of types of sentences will allow students to
converse well. Being able to converse well will help students to develop healthy relationships and
thoughts.
Physical Education: A lot of students want to be professional athletes, I will help to understand that as
a pro athlete, you will need to know how to speak about a certain subject in a certain time frame. For
example, if they are pressed for time (after game interview), they will be able to use a series of simple
and compound sentences to make the interview quick. Or if they need to talk a little more (Press
conference), they will be able to use a series of all four sentences to completely express their thoughts
on a certain subject.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

Weaknesses

Suggestions for
Improvement

During this lesson, I had students to create their own Cornell note sheets by folding their
paper in their paper in the format. This was very engaging for students to use something
they learned in previous grades. Also, when students were creating their foldable and I stood
in front of the class to show them what was expected really engaged all students. They were
able to use markers and scissors to make their foldable as creatively as they wanted.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

A weakness I saw in this lesson was being able to keep students focus on me once they began
to color and cut their foldables. The distribution of material was also weak. There werent
enough scissors in the classroom which forced students to share. This created a lot of chatter
within the creation of their work.

What would you change when teaching this lesson again?

If I were to do this lesson again, I would make sure that there are enough materials for the
entire class. I would also move a little more quickly in order to keep students attention from
drifting away during the lesson.

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