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Teacher

:
Subject:
Lesson Duration:
Date:

Miss. MacInnis
Language Arts
30 minutes
March 22, 2016

Language Arts - Complex Sentences Minilesson
Lesson Overview:
The purpose of this lesson is to help students understand and develop a better sense of sentence structure.
Sentences are a set of words that when put together make complete sense. Three types of sentences include
simple sentences, compound sentences and complex sentences. Throughout this lesson students will focus
on complex sentences, where they are expected to be able to write complex sentences and understand their
purpose (quality of writing, better flow). The students will be given an explanation of complex sentences,
time to discuss with a partner, a worksheet on complex sentences, and to finish, they will be asked to do a
Quick Write and use a variety of sentences we have learned over the last few days. While completing this
Quick Write, students are expected to use proper sentences, grammar, capitalization and punctuation.
Grade 4 Curriculum Outcomes:
Language Arts:
9) GCO;
Students will be expected to create texts collaboratively and independently, using a wide variety of forms
for a range of audiences and purposes.
SCO;
- Create written and media texts, collaboratively and independently, in different modes (expressive,
transactional, and poetic) and in a variety of forms
- recognize that particular forms require the use of specific features, structures, and patterns
10) GCO;
Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision, and effectiveness.
SCO;
Demonstrate an understanding of many conventions of writing language in final products.
- Correctly spell many familiar words and commonly used words
- Demonstrate an increasing understanding of punctuation, capitalization, and paragraphing
- Demonstrate a growing awareness of appropriate syntax
- Use references while editing (e.g, dictionaries, classroom charts, electronic spell checkers, checklists)
Prior Knowledge and Misconceptions
Students have already been introduced to different types of sentences, including simple sentences and
compound sentences.
Materials

-

SmartBoard slides
Complex Sentence Handout
Paper for Quick Write activity
Writing notebook
Pencils/ erasers (provided on table)

Lesson Components

Teachers Procedure

Students Procedure

ENGAGEMENT (10 minutes)
To begin this lesson, the student’s
expectations will be communicated
and they will be told that they are
going to be learning about another
type of sentence – Complex
Sentences.

To begin the lesson, the teacher will
explain to students that we will be
talking about sentences –
specifically Complex Sentences.

Student Expectations:
- Good listening
- When the teacher is speaking, the
students are not
- Thumb on desk means they are
willing the share (method has been
practiced throughout the year)
- Use proper sentences, grammar,
capitalization and punctuation.

The teacher will communicate the
expectations of the students
throughout the minilesson.

A review of the previously
introduced forms of sentences
(Simple and Compound) will be
done.

The teacher will tell the students
that during this lesson, they will be
required to share with a partner. The
teacher will pair the students up
according to who they are sitting
beside. If there is an odd number,
groups of three will be made.

Simple Sentence: I was bored.
Before complex sentences are
Compound Sentence: I was bored
discussed, a review of Simple
because school was cancelled today. Sentences and Compound Sentences
will be conducted. Students will be
told that these different types of
sentences are done for the purpose
of flow and continuity within a
wiring piece.
EXPLORATION (15 minutes)

Students will practice good
listening skills while remaining
engaged to the topic being
taught.

Students will follow the
expectations required of the
throughout the minilesson.

SmartBoard slideshow will be put
up for the class. Students will be
required to verbally participate
when asked.
After the slideshow and discussion
is finished, students will be given a
worksheet where they are to create
their own sentences individually.

If the students are willing to
The teacher will go through the
SmartBoard slideshow created about share their sentences, they will
place their thumb on their desk
Complex Sentences.
to indicate so.
Focus Point: A complex sentence
contains two ideas. One idea
If students choose not to share,
depends on the other idea.
they are expected to be
A complex sentence contains one of
listening respectfully.
the following words to connect
ideas: because, since, after,
although, when, that, who, which While completing the complex
sentence worksheet, students
On each slide, there is an example
will do so individually while
of a complex sentence using a
making sure to use proper
different word. A prompting
sentences, grammar,
question is placed below, where it
capitalization and punctuation.
asks students if they can think of a
sentence using that particular word.
For each slide, the teacher will tell
If students are struggling, they
the students to turn to their partners are expected use the tools in
assigned at the beginning of the
the classroom to help them
lesson and share and discuss the
with spelling - the writing
sentences they have come up with.
They will then be asked to volunteer cards, word wall and spelling
dictionaries.
to share with the class.
The teacher will distribute a
worksheet to the class where they
are to create four different complex
sentences.
The teacher will remind the students
to use the tools in the classroom to
help them with spelling - the writing
cards, word wall and spelling
dictionaries.
The teacher will circulate the
classroom while the students work.

EXPLANATION (5 minutes)

After the introduction to complex
sentences, an explanation of why
different types of sentences are
important in writing.

The teacher will explain why
using different types of sentences
(simple, compound, complex) are
important to the quality of writing.
Once a writer knows the difference
between the three sentence types
(simple, compound, and complex),
it is possible to write with sentence
variety. Sentence variety helps
make your writing more interesting.

Students will be listening
respectfully and place their
thumb on their desk if they
require further explanation,
clarification, have questions or
wish to share ideas.

Teacher must review that;
- Every sentence should provide
clear and complete information.
- Most effective sentences are
concise, conveying their meaning in
as few words as possible.

EXPANSION (20 minutes)
An extension activity to this lesson
will be given. Students will be
asked to complete a “Quick write”
where they will write a short
paragraph using different types of
sentences while using proper
grammar, capitalization and
punctuation.
Example topics will be provided.

Some students may finish early or
wish to have alternative worksheets
on this topic. See Appendix A for a
worksheet where students can
decide whether a sentence is simple,

The teacher will tell the students
table by table to go and get their
writing notebooks and loose leaf
will be distributed.
The last slide of the SmartBoard
slideshow has example topics for
the students to write about, or
choose their own.
 What they did on the weekend
 What they did on their snow
day
What they thought about the
play earlier in the morning
 A topic of their own choosing

Students will quietly and
calmly go and retrieve their
writing notebooks and return to
their seats to begin working on
their Quick Write. This should
take no longer than twenty
minutes.

compound, or complex.

EVALUATION
A rubric will be provided for the
evaluation of their Complex
Sentence worksheet. See Appendix
B.

Accommodations
The activities in this lesson are open ended with the objective to encourage engagement by the students and
full participation.
There are a number of students who are ESL who will need support during this lesson. These students are;
Jastine, Mateja, Yosef, and Christie.
There are also a number of students who are on PLPs who will need support throughout as well. These
students are;
Daniel K., Jenny, Ava and Breanna.
There is an EA present during this period to provide support in addition to myself.

Lesson Reflection (Teacher)
Was I well prepared? What could I have done differently?
Was I organized? What did I learn that will help me in the future?
Were the students involved? Was I clear in my presentation? Did I pace appropriately?
Did the students demonstrate a clear understanding? Was I open to their questions?
What did the class do? How do I know if they were successful? What should I change for next time?
Were the students responsive to the activities? Were the activities under or above their achievement level

Appendix A

Test Yourself – Simple, Compound, Complex, or
Compound-Complex?
Write under the sentence which you would choose.

1. The teacher walked into the classroom, greeted the students, and took attendance.

2. Juan played football while Jane went shopping.

3. Juan played football, yet Jim went shopping.

4. Although Mexico has a better team, they lost the tournament, and their more aggressive style
did not pay off.

5. The island was filled with many trails winding through the thick underbrush, a small lake, and
dangerous wild animals.

6. Naoki passed the test because he studied hard, but Stacy did not understand the material.

Appendix B

Student:
Uses transition words properly
to write and create a complex
sentence
Uses capital letters properly

Applies end punctuation

Demonstrates control of
spelling

2 out of 3 sentences

3 out of 3 sentences