SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Clarisse Spencer Grade 3rd grade

Subject English Language Arts _
Time Needed for Lesson 15 minutes for each center Lesson Concept coordinating
conjunctions mini lesson

PA STANDARD(S) (Write out standards): .

 CC.1.4.3. J Create an organizational structure that includes reasons linked in a logical order with a
concluding statement or section.
 CC.1.4.3.L Demonstrate a grade-appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.

BIG IDEAS/ESSENTIAL QUESTIONS:

 There are ways to connect two thoughts into one sentence.
o What are the 7 ways to connect two sentences together?
o When you do use a comma in a sentence when using FANBOYS?

ELIGIBLE CONTENT:
 D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
 D. 1.1.3 Use abstract nouns (e.g. childhood)
 D. 1.1.5 Form and use the simple verb tenses
 D.1.1.8 Use coordinating and subordinating conjunctions
OBJECTIVE(S) (Be sure to include all four parts):

 Students will be able to use their FANBOYS flips books or answer on the Smartboard 6 out of 7 correct
answers on the last slide for coordinating conjunctions PowerPoint.
 After watching the coordinating conjunctions video, students will be able to discuss and answer on their
flipbooks or on the smartboard correctly 4 out of 4 correct conjunctions on slide 2 on the conjunction
PowerPoint activity.
 Students will be able to decipher between choosing for, and, nor, but, or, yet, and so and use them correctly
4 out of 4 times in slide 4 on the coordinating conjunction PowerPoint.

MATERIALS:

 Smartboard conjunction activity board

 Flipbook
 FANBOYS poster
 FANBOYS activity page

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 Students will watch an introductory video about coordinating conjunctions

 Students will then listen and have a group discussion about “FANBOYS”
o For, and, nor, but, or, yet, so
 The teacher will then talk about and go through the FANBOYS poster and give example sentences for
each FANBOY
o Example: I ran towards my bus, for I was late to school.

BODY (Bulleted step by step/differentiation must be included)

 Students will then go to the next slide on the Smartboard

 Students will take turns reading the sentences aloud and decided what coordinating conjunctions to insert
into the sentence
o The teacher will keep track of names and how many the students got correctly each. (table is
inserted at the end of lesson)
o Slide 2 – students need to drag and drop the conjunction to the correct sentence
 **students who are not dragging and dropping the word into the sentence on the
Smartboard, will be picking what coordinating conjunction they believe goes into the
sentence by using a colorful flipbook
o Slide 3 – Students will use a ‘magical magnifying glass’ to reveal the correct coordinating
conjunction into more sentences. Students will drag the magnifying glass over the blank in the
sentence
 **students who are not dragging and dropping the word into the sentence on the
Smartboard, will be picking what coordinating conjunction they believe goes into the
sentence by using a colorful flipbook
o Slide 4 – Students will read the sentences and discuss what coordinating discussion go into the
blank. Students will click on the heart that will disappear and reveal the correct coordinating
conjunction
 **students who are not dragging and dropping the word into the sentence on the
Smartboard, will be picking what coordinating conjunction they believe goes into the
sentence by using a colorful flipbook

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 Students will move onto the next center which will have an activity page review

ACCOMMODATIONS/MODIFICATIONS:

 More wait time for students who need it

 Colored FANBOYS flipbook
 Helpful sheets for what a coordinating conjunction is at the center for students who need a reminder
 Allowing certain students to achieve 5 out of 7 correctly on slide 2 for the coordinating conjunction
PowerPoint
 Certain students will be given additional prompts

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

 Accuracy with answering questions with flipbooks and on the Smartboard

 Accuracy on activity page review in the next center
 Accuracy on slide 4 on the Smartboard that ids kept track of using the assessment table at the end of the
lesson plan
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

Why it was successful – It was geared towards all learners. The students were always focused on what question
was going to be asked next or what was going to be shown on the Smartboard PowerPoint next

Least successful aspect of the lesson – Next time I would re-think the assessment and how many and what percent
I would have my students achieve.

Suggestions for the future – Next time I would introduce FANBOYS before doing this center. Students in third
grade seemed like the needed more time with when to use a comma and when not to use a comma. I would
separate those two things into their own centers or lessons.

Assessment chart example using tally marks for how many out of 4.

Names of Students
Number
out of 4
that they
got
correct