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Amanda Moniz ECI 430 October 11, 2012

Conjunctive Adverbs
Context: This lesson would preferably be taught within a unit focused on appropriate written language within the classroom. This lesson is not only looking at grammar rules, but consists of teaching punctuation surrounding particular grammar used in formal writing assignments. It will serve to create a connection between previously taught adverbs with conjunctive adverbs. The main idea is for students to understand how written texts can serve as a connection to the English language. Objectives: o Students will be able to effectively understand the verbal and written use of conjunctive adverbs in the English language. o Students will be able to comprehend the effects of correct punctuation marks within context. o Students will be able to accurately describe and observe which words can be used as conjunctive adverbs. Materials Required: Overhead/Smartboard Prepared Activity Folders Pencil/Pen Paper/Notebook Dry Erase Board Worksheets/Activites (at the end of the lesson plan) Time: 50 minutes Instructional Procedure: Warm-Up (5 minutes): Have the following Tagxedo on the board for the class to use for the opening questions:

When do you find yourself using these words? What do these words normally do to a sentence? How do these words effect the main ideas of a phrase? Warm-Up Discussion (5 minutes): Discuss openly with the class what these words mean in the English language. Keep the topic flowing with questions dealing how these words are used and what they do to a sentence. Moving from Adverbs to Conjunctive Adverbs (5 minutes): o As discussed the previous day, an adverb modifies the meaning of a verb, adjectives, other adverbs, and clauses. It explains the when, where, why, or under what circumstances something happened. Briefly list several examples of adverbs. o A conjunctive adverb is an adverb that connects two complete clauses. A conjunctive adverb can, and generally does, show the relationship between the two main clauses. Conjunctive Adverbs in a Sentence (5 minutes): o Conjunctive adverbs are used very specifically in a sentence. When using them at the beginning of a phrase, they are generally followed by a comma. When the conjunctive adverb is used with two independent clauses, they need a specific type of punctuation. o Have the students read these two sentences outloud, clapping where the semicolon and comma are located (two claps for semicolon, one clap for comma): However, Johnny did not want to go to the grocery store alone. Johnny left for the grocery store; however, he did not want to travel alone. George is very bad with directions; nevertheless, he was the one chosen to drive on the trip. Julie wanted to go to the mall; instead, she had to go to her classes. o Both examples use a conjunctive adverb except in different spots within the sentence. Conjunctive Adverb Group Activity (10 minutes): o Hand out one folder to each table with the already cut out pieces for the activity. Each folder includes 20 independent clauses, 10 semicolons, 10 commas, and 10 conjunctive adverbs. o Give the students the directions of working together as a team to create sentences that contain the proper use of a conjunctive adverb. o Have one person from each group write a sentence form one of the examples on the board. o (Worksheet located at the end of the lesson plan) Conclusion to Activity (5 minutes): o Discuss what each sentence has in common.

o Create a formula as a class to use when working with two independent clauses connected by a conjunctive adverb: Clause #1; Conjunctive Adverb, Clause #2. When NOT to use the Semicolon/Comma (2 minutes): o Not all conjunctive adverbs are preceded with a semicolon and followed by a comma. o Only when the conjunctive adverb does not separate one main clause does the sentence not need a semicolon and comma. o Make sure to point out that the conjunctive adverb is breaking up one of the main clauses. Examples: Sarah called to say her car would not start. Rafael will therefore have to walk to school. The long noodles splashed tomato sauce all over the front of Brenda's shirt. Ordering fettuccine was a mistake indeed. o Another point to bring up is that a semicolor has the similar function as a period. A period can replace a semicolon and then create an entirely new sentence that starts with a conjunctive adverb, followed by a comma, and ends with a main clause. Examples of Adverbs as a Class (8 minutes): o Put examples (listed at end of lesson plan) on the board one at a time and have the students use mini dry erase boards to answer the fill-in-the-blank as a group. Keep a tally score on the board. Ticket Out the Door (5 minutes): o Have the students complete the smal worksheet so that it can be clearly indicated who may still need work on the concept. o (Worksheet within Evaluation Section) Evalution: At the end of the lesson, the students will each get this short worksheet to complete before they leave the classroom: Conjunctive Adverbs 1. What was the formula we created today for two main clauses and a conjunctive adverb? ______________________ ____ _______________________________ ____ __________________________ 2. The water was cold that day ___ nevertheless ___ we jumped in anyways. 3. George wanted to go to France ___ instead ___ he went to Spain. 4. We wanted to go to the mountains; ________________________, the snow was making it impossible to do so. 5. I really do not know why she is upset; ______________________, I would tell you. 6. Create two examples of a sentence with two main clauses connected by a conjunctive adverb: a. _______________________________________________________________________________ b. _______________________________________________________________________________

Accomadations: During the group activities, it is imperative to place students with varying levels of skill. Creating groups with different skill levels will aid the students who easily get distracted or fall behind to better keep up with the class activities. It is also important as the teacher to keep moving throughout the classroom to keep the attention of the students who have a hard time focusing on the task at hand. Worksheets/Activities: Folder Activity: Have 20 main clauses, 10 conjunctive adverbs, 10 semicolons, and 10 commas in a folder. Each group much assemble 10 sentences that contains correct punctuation and word choice. Have these phrases cut into pieces: I wanted to see a scary movie; however, my friend wanted to see a comedy. You need to concentrate on your studies; otherwise, you will fail the class. The thunder and lightning were intense; consequently, the crowd dispersed. He enjoyed getting a new tie; nevertheless, a sports car would have been a better gift. We really need to go to the mall; in addition, we should see a movie. Conjunctive adverbs act like conjunctions; however, they are adverbs. I wanted to go; however, I was too busy. He can leap tall buildings in a single bound; furthermore, Dwight Schrute is a hog. He went to the store; however, he did not buy anything. Elaine wanted to high-five the friendly giant; consequently, she had to jump to reach him. Dry Erase Board Activity: Within the same groups, give each team a dry erase board with one marker. Create a tally system to keep track of each team. For each example with a blank spot, the teams must answer correctly what is missing. Whichever team holds up the answer the fastest gets the point. Stephanie lent me a barrel of pickled plums____consequently, she is my friend. He went to the gas station; _________________ , he did not actually need gas for his car.

It is raining outside; unfortunately ___ I just watered my flowers this morning. _________________________________________ ; however, he did not buy anything. The due date for the paper had passed; ____________________ , I did not submit mine on time. The baby fell asleep ____ then, the door bell rang. It rained hard; ____________________ , lightening flashed and thunder boomed. I woke up late this morning _____ Nevertheless, I wasnt late to school. Hurry up; __________________ , you will be late for the train. He didnt go to college. _______________________ , he started his own business.