· You tube video – Conjunction junction
· Notebook paper
Level of Bloom’s Taxonomy:
· Analysis – compare and contrast
Background information: what do I need to know to teach this lesson?
· A conjunction is used to connect a word or a group of words together in a sentence. This lesson will focus on the conjunctions “and”, “or” and “but”.
Instructional Procedures: How will I…?
…recall prior relevant information? Make connections to prior learning?
· Have the students power-write (procedure in lesson 2) about everything they have learned with sentences so far. Compare their word counts and have some of the students share their lists.
· Ask the students, “What is a sentence”. Have the students work on forming a complete definition of a sentence using correct grammatical wording, such as – A sentence is a group of words, containing a subject and a predicate, that forms a complete thought.
· Show the video, Conjunction Junction - http://www.youtube.com/watch?v=mkO87mkgcNo
….present new material?
1. After the video ask the student what are conjunctions? They should understand that the three conjunctions we are working with are “and”, “or”, and “but”. Also, lead them to develop a definition for the word conjunction. The students should work together to make the definition grammatically accurate – a word that is used to connect a word or a group of words together in a sentence.
2. Write the three main conjunctions (and, or, but) on the board and as you discuss each conjunction write the job the conjunction performs next to the conjunction.
3. Ask the students, “what is the purpose of the conjunction “and”. The students should recognize that the conjunction “and” joins words together. On the board, next to the conjunction “and”, write “joins words together”. Have students give example sentences with the conjunction “and” and write one of the examples on the board.
4. Ask the students the purpose of the conjunction “or”. The students should recognize that the conjunction “or” gives a choice. On the board, next to the conjunction “or”, write “shows a choice”. Have the students give example sentences with the word “or” and write some of the examples on the board.
5. Ask the students the purpose of the conjunction “but”. The students should recognize that the conjunction “but” shows contrasts. On the board, next to the conjunction “but”, write “shows contrast”. Have the students give example sentences with the word “but” and write some of the examples on the board.
6. Next, have the students work with you and write a story on the board together. Begin the story with, “One day my dog ate my homework…..”. Continue until the story is about 8-10 sentences.
7. After you have finished the story, tell the students you are going to divide them into groups. Each group will be assigned a conjunction (and, but, or) and they will rewrite the story replacing the conjunctions in the story with only their assigned conjunction. Some conjunctions may be repeated by different groups to keep the groups smaller.
8. After the students have completed rewriting their stories have them read their stories and discuss with the students the differences in the stories. How are the meanings different between the story written with the conjunction “and” and the conjunction “but”? Continue comparing differences until discussion is complete.
9. Ask the students to write a paragraph comparing and contrasting the three conjunctions we learned about today. Turn in to the basket when complete.
…Enhance retention? (homework)
· HW – Houghton-Mifflin Grammar 5 WB p. 13
….know my objectives?
….actively engage with the new material?
…work together on a task?
…get feedback on their performance?
What works well and what needs improvement
I think this whole lesson really works well. The best activity in the lesson is writing the paragraph with just one conjunction - this allows the studens to really understand the purpose of the conjunctions.
|lesson 6 conjunctions Lesson Plan||