Lesson Plan Template

Name: Cristina Sanchez Grade: 7th

Lesson Phrases and Clauses Date: November 18th, 2019

Title:
GPS/GSE Standard(s): ELAGSE7L1
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s)
1-3 BIG ideas! How How do phrases and clauses impact our writing?
can these questions
be used to guide
your instruction?

Central Students will be able to identify the components of a phrase and clause.
Focus/Lesson
Objective(s) Students will be able to distinguish the differences between an adverb and adjective
Objectives are clause.
measurable and
aligned with the Students will be able to distinguish the differences between an adverb and adjective
standard. phrase.

Academic Language Academic Language Demand (Identify one of the following: reading, writing,
What is the key listening/speaking, or demonstrating/performing. The demand will require more or
language demand? less scaffolding (support) depending on the needs of the students.) )
What Academic
Language will you Writing, listening, demonstrating, speaking
teach or develop?
What is the key
vocabulary and/or Language Functions (Identify the purpose for which the language is being used, with
symbols? What attention to goal and audience- the one verb from the standard; ex. demonstrate.)
opportunities will
you provide for Demonstrate, Explain, Distinguish
students to practice
content Language Vocabulary (Identify key words specific to the content area derived from the
language/vocabulary standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
and develop settings, descriptions, dialogue, stage directions.)
fluency?
Subordinating conjunction, modifier, subject, predicate, adverb phrase, adjective
phrase, adverb clause, adjective clause, independent clause, dependent clause
 Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)

-Participants will speak using the academic vocabulary when working collaboratively
with others.

Assessment/ Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Evaluation
Every standard listed
above must be Before lesson- Students will complete 2 questions of identifying parts of a sentence.
assessed and The students will have to label the independent clause, dependent clause and the
included. Formative subordinating clause in the first sentence. In the second sentence, the students will
and summative label the prepositional phrase and what kind of prepositional phrase. This will allow
assessments should the students to use their prior knowledge.
be considered while
planning. Questions Formative- Students will complete the A.E.I.O.U assignment. For A, the students
to consider while would put an adjective. They will list one or two words that described something they
planning: saw or did. For E, the students would be an emotion. They will describe how they felt
How will students during the lesson. For I, the students would put what they found interesting about the
exhibit an lesson. For O, the students will state something that they learned. For U, the students
understanding of the will write a question they may still have about the lesson. The students will turn this
lesson’s objectives? into me at the end of the class.
How will you
observe and/or Summative- The students will have a future quiz about clauses and phrases.
provide feedback?
What evidence will
you collect to Evidence of student progress and mastery (complete after lesson has been
demonstrate implemented):
students’ The evidence of the student mastery will be seen when they will be able to distinguish
understanding/mast the differences between phrases and clauses. They will also be able to state whether a
ery of the lesson’s statement is a clause or phrase. I will be able to see the student progress by comparing
objective(s)? the before lesson assessment to the formative and summative assessments.
Materials Paper, pencils, dry erase markers, dry erase board,
What resources can
be used to engage
students?
Introduction to
Lesson/ I will introduce the lesson by putting two sentences on the board. The first sentence
Activating Thinking will tell the students to label the dependent clause, independent clause, and
How will you subordinating conjunction. The second sentence will ask the students to label the
introduce the prepositional phrase and state whether it is an adverb phrase or adjective phrase.
lesson? What is the This introduction to the lesson will allow the students to use their prior knowledge
‘hook’ for the lesson and vocabulary they will need for the lesson. The hook for the lesson will be the use
to tap into prior of interesting sentences.
knowledge and
develop students’
interests? This
should tie directly
into the lesson’s
objective and
standard.
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ The students will complete their guided notes about clauses and phrases. Once the
Teaching Strategies notes are completed, the students will have an opportunity to use what they have
What will you have learned. I will put a sentence on the board with an underlined portion. The students
the students do after will put one finger up if they think the sentence is a clause and two fingers up if they
you introduce the think the sentence is a phrase. The students would have a few seconds to come up
lesson to learn the with an answer and then I would tell them to put their answer up at the same time.
standards? This will allow me to see the answers all at once and see if the students are not sure.
After each sentence, we will explain why the answer is correct. This will allow the
students to slowly start recognizing the characteristics of a phrase and a clause. Once
we are done with this activity, I will divide the class into 2 teams. Each team will
have a person run up to the board and answer the question. All the students must
have a turn to be the runner. Before the student runs to answer the question on the
board, the team has about 20-25 seconds to talk about the answer. The student that
correctly answers the question first gets a point.

Closure/
Summarizing The students will prove their understanding by demonstrating the understanding when
Strategies: playing the group activities. After the activities are done, the students will have to do
How will the an A.E.I.O.U activity. This will allow the students to recall everything they did during
students prove they class. I will review the standard and close the lesson by allowing the students to share
know and something they learned as they pack up. This will allow the students to have another
understand the opportunity of hearing the definitions.
standard(s)? How
will you review the
standards and close
the lesson?

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?

Differentiations for
Students’ Individual
Needs
How will you modify
or differentiate the
experiences in your Modification(s)/Accommodation(s):
lesson to meet
 students’ individual
needs?

Rationale: Why is this modification/accommodation appropriate?

***Credit for this template belongs to Tennessee State University and Columbus State University.