Shannon Cain Dr. Lunsford Human Development 18 February 2014 Lesson Plan 1.

General Information Topic: Use of Conjunctions and Interjections Teacher: Shannon Cain Lesson Number: 4 Date: 2/18/2014 Lesson in Sequence: 4 2. Resources and Materials: For this lesson, we will need paper and pens/pencils for the students to write with. We will also use whiteboards and pictures. 3. Goal/s & Objective: SPI 0801.1.4-Conjunction use and interjections Student learning objectives: By the end of the lesson, the students will be able to identify and use conjunctions and interjections correctly in sentence form. Given a worksheet with blanks for conjunctions, the students will fill in the blanks with the correct conjunctions. The students will also write three sentences using interjections. 4. Assessment I will assess the students knowledge of correct conjunction and interjection use by checking their sentences on the worksheet. I expect the students to complete all of these correctly. I will also assess their use of conjunctions through our picture game. 5. Readiness for Instruction Physical development: I will be aware that the students may have not had breakfast or a full nights sleep. I will incorporate group work into our tutoring session because peer relationships are especially important at this stage in development. Cognitive development: According to Piagets stages of cognitive development, studen ts in 8th grade should be somewhere in between the concrete operational and formal operational stage. I have noticed that my students need more concrete lessons and directions. I will also be aware that not all students will be on the same level of thinking. Social development: I know that during 8th grade, friendships and social lives are especially important. I will incorporate group work into our tutoring sessions so that the students can work together. I will also use multiple activities in each lesson so that the students do not become bored or distracted. Cultural development: I will be aware that the students I tutor may come from different backgrounds and socioeconomic statuses from me as well as from each other.

Emotional development: It is important that the emotional needs of students are met so that their learning experience can be the most beneficial. While I cannot control what goes on in their home life or outside of school, and I work to make the students safe, welcomed, and loved during our tutoring sessions. 6. Instructional Model, Procedures, and Strategies: Time for lesson: 45 minutes Introductions: 5 minutes Graphic Organizer: 5 minutes Worksheet: 15 minutes Picture game: 15 minutes Feedback and questions during remaining time a) Opening and Advanced Organizer: I think it is important to tell the students exactly what we will be doing so that they know what to expect throughout the lesson. I know they will be excited to use the whiteboards since they asked me to bring them in. They also asked to play a game in this lesson, so I am incorporating a game into our lesson. Behavioral Expectations: I expect the students to participate in the tutoring session and collaborate with the students in their group. I expect them to finish their work and be respectful of me and the other students. I want the students to feel comfortable to ask questions. We will also go over procedural expectations together. Instructional Steps: The instructional model that I will be using will be informal. There will be structure, but the students should and will be able to talk to me and to each other during the lesson. After explaining the structure of the lesson, we will begin by reviewing how to use conjunctions and interjections, and the importance of their use in writing. The students will then fill out the worksheet independently using their graphic organizers as a guide. After going over the worksheet together, we will close with a picture game. One student will be given two pictures, and she will have to write sentences using conjunctions to describe both of the pictures. The other two students will guess what the pictures are. We will rotate through this until all the students feel comfortable with using conjunctions in their writing. They remaining time will be for feedback and to go over any questions they have. Keeping Piagets stages of cognitive development in mind, I have noticed that my students are more in the concrete operational stage. They need objectives and expectations to be described very clearly and in detail. If they are given too much free range, they seem slightly confused (Ex. When writing their summary paragraphs, they wanted to know how long it needed to be, what structure they should use, etc.) Because they are more concrete thinkers, I am also going to give them graphic organizers* this week so they have something visual describing types of conjunctions and examples of interjections. Overall, I am going to include more structure into my lessons. When the students are told clearly what is expected of them, they rise to these expectations. I am going to be more aware of how I explain directions and what I am expecting from them.

b)

c)

Lesson Closure I will close the lesson by giving the students individual and group feedback on their lesson. We will go over any questions that they have about conjunction and interjection use. I will also ask them to assess my lesson and give any improvements. *graphic organizer on following page

Coordinating: main idea + main idea

The water was warm, but I did not swim.

Subordinating: independent + dependent

I went swimming, although it was cold outside.

and but or
yet

after although as

Conjunctions: used
to join two parts of a sentence together

for nor so

if because before if

since
than that until when while unless

Correlative:
These always travel in pairs. Whether you are winning or losing, always try
your hardest.

Interjections:
used to explain, protest, or command
Wow! I won the lottery. Yes, that is correct. Ouch! That hurt!

both . . . and not only . . . but also not . . . but either . . . or

neither. . . nor whether. . . or as. . . as

Well, what should we do?