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Mini 9 of 20
Mini 9 of 20
Mini 9 of 20
Name the teaching point. Students will be looking at the compound sentences that they
used in their own writing in response to Antigone. They have
been using coordinating conjunctions and a comma in a way that
is not grammatically correct.
Show them exactly how to Today we are going to be looking back on our writing and how
do it. Watch me do it.,. or we used compound sentences. There have been times where we
Lets take a look at how are just putting and and a comma and that is not always
(author) does this when s/he grammatically correct just because a sentence is long.
writes...
Reference the diagram
What is an independent clause? *Student participate in
answering
What are our coordinating conjunctions? *Student participate
in answering
- Teach and have them brainstorm the conjunctions
FANBOYS. For, and, nor, but, or, yet, so. Be sure that these
are listed on the board.
Guided Practice 1. Teach them the chant: They hit their let knee twice and
say independent, then their right knee and say
Ask them to try it out with a independent, then in the middle in the air they draw a
partner, or with you for a comma and say comma then say and conjunction. This
few minutes. Now try it out will help to teach them the rules.
with a partner... 2. Next, students will come up with at least one example as a
class of a compound sentence. Have two students give
related independent clauses then a third student go up to
the board and connect them. *Note: If students have
troubles with an examples do a few.
Independent Practice Students will do the magnet board activity. They will have
independent clauses in small groups of two and they will work
Remind students how the together to put the sentences together coherently with a comma in
teaching point can be used the right place and a conjunction. The comma and the conjunction
in independent writing. will be on magnets also. Students will put them all together.
(There should be a link
between the mini lesson and
the students independent
writing lives.)
Group Wrap-Up As a group we will go over one sentence from each group. One
student from each group will write one of their sentences on the
Restate the teaching point. board. We will go through them one by one and make sure they
Ask: Did you try what was are correct. This will be finally wrapped up with them writing the
taught? Did it work for you? definition of a compound sentence in their notebook and an
How will it affect your example and a non-example in their notebook.
future writing?
Also make them chant again just because its great.
Reflections:
If I was to do this lesson again I would have put all of the clauses, commas and conjunctions on
larger, bold magnet strips. This would have been like magnet poetry and would have been easier
to compile as students. I also would have done a non-example or common mistake breakdown on
the board. This would highlight the common mistake and why the common mistakes are not
grammatically correct.
I also would have liked to use sentences from both the students writing and the text. This way
they can see the error in their own practice as well as the text that they are creating.