West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE

Teacher Candidate Hope Painter Date 28 November 2018

School Winfield Middle School Grade/Subject 6th Grade/ Language Arts

Lesson Topic Simple, complex, and compound sentences

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to identify simple, complex, and compound sentences using their knowledge of
language conventions.

WV CCRs

ELA.6.38

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

 Vary sentence patterns for meaning, reader/listener interest, and style.

 Maintain consistency in style and tone.

NATIONAL STANDARDS

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and non-print
texts.

ASSESSMENT

Diagnostic/Pre-Assessment

Students will be diagnosed through questions pertaining to simple, complex, and compound sentences.

Objective

Formative Assessment

First, I will explain to the class the difference between simple, compound, and complex sentence is by
providing examples that describe each one. I will be actively involved during the entire class by
answering questions when needed and walking around the room during group assignments to make
sure students are involved in the activity.

Summative Assessment
I will provide a Christmas picture and a simple sentence that describes it. Students will get in groups of
two and create a compound and complex sentence using the simple sentence provided. I will set a timer
for five minutes. After the groups are finished, they will write one sentence of my choice on the board.
We will review the sentences together, making sure everyone understands what a simple, compound,
and complex sentence is. Then, each student will participate in the game Kahoot that reviews each
sentence type. After playing the game, students will get back in groups of two. Each group will create
their own Kahoot that features simple, compound, and complex sentences.

MANAGEMENT FRAMEWORK

Overall Time - 50 minute lesson

Time Frame – 10 min. teacher intro and demonstration

30 min. student activity in pairs

10 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

I will differentiate instruction by providing multiple ways of learning simple, compound, and complex
sentences. By using images, students who learn better through visuals will understand the content
better. I will be using group work for students who work better with a partner. Students that learn
better through competition and games will have fun during this lesson. Students will get the opportunity
to be creative when making the Kahoot game by choosing a fun theme to go along with the content.

PROCEDURES

1. ANTICIPATORY SET

I will begin by asking questions veered towards simple, compound, and complex sentences.

1. Students will be asked, “Has anyone heard of a simple sentence?”

 Answer:

 Yes

 No

Students will be asked, “Would any volunteers explain to the class what a simple sentence is?”

 Answer: A simple sentence contains only one independent clause (whole thought).

 Example: I went to the park

Question: “Has anyone heard of a compound sentence?”

 Answer:
 Yes
 No

Question: “Can I get a volunteer to explain to the class what a compound sentence is?
  Answer: A compound sentence contains two independent clauses or ideas.
 Example: I went to the park and saw a dog.

Question:” Has anyone heard of a complex sentence before?”

 Yes
 No

Question: “Can someone explain to the class what a complex sentence is?”

 Answer: A complex sentence contains at least one independent clause and one dependent
clause.
 Example: I went to the park, running all the way.

2. INTRODUCTION

2. I will project a PowerPoint on the board. The slide will contain a picture and a simple sentence
describing it. Students will get in groups of two and will use the simple sentence to create a
compound and complex sentence. After each group is finished, one member from each group
will write a chosen sentence on the board.

3. BODY & TRANSITIONS

After reviewing the group activity, students will login to Kahoot. They will be given Christmas themed
sentences and will have to choose rather the sentence is simple, compound, or complex. I will read each
sentence when it is presented on the screen.

When students have completed the Kahoot game, they will get back into their groups. Students will
create their own game of Kahoot, and will make their own simple, compound, and complex sentence.

5. Assessment (Refer to description above.)

STRATEGIES

 I will use a timer during transitions

 The timer will be projected on the board for all students to see

 The game will interest students

 Class room presentation

 Group work

MATERIALS

 Computers

 Blank paper

 Pencil
EXTENDED ACTIVITIES

If Student Finishes Early

If students finish early, then they add pictures and more questions to their Kahoot.

If Lesson Finishes Early

Each group will present their Kahoot to the class. This will give the entire class extra practice, and they
will have fun doing it.

If Technology Fails

I will have read each question and have students hold up their answer on a piece of paper.

Differentiating Instruction for Special Needs

POST-TEACHING

Learning Differences- all students learn Sensory Differences

Attention Differences Behavioral Differences

There are some students who read during class Some students will goof off and talk. I will have to
discussion or color on their papers. I will have to be stern and remind the entire class to stay on
make sure to include them in class discussion and task. I will provide positive comments to students
walk around them while teaching. who are acting accordingly.

Motivational Differences Ability Differences

Some want to participate and answer every

question, while some students are quite. I will
select different people who do not have their
hand raised. I will make them feel comfortable by
allowing enough wait time and understand the
answer they present.
Physical Differences Cultural Differences