Geneva College Beaver Falls, PA Lesson Plan Template

Geneva College
Beaver Falls, PA
Lesson Plan Template
Name: ___________Stephen Nelson_____________________________________Date: ____2/8/21_________
Subject: ______________ELA____________________ Grade Level: ______8th_____________
I. Topic
Compound-Complex Sentences, Continued
II. PA or Common Core Standards
Standard E08.D.D.1 - Demonstrate command of the conventions of standard English grammar and usage.
Eligible Content E07.D.D.1.9 - Produce complete sentences, recognizing and correcting inappropriate fragments
and run-on sentences.
Standard E07.D.D.1 - Demonstrate command of the conventions of standard English grammar and usage.
Eligible Content E07.D.D.1.2 - Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas.
III. Learning Objectives: Objectives must be written using observable verbs

Objective 1 - During teacher guided practice, when given 10 compound-complex sentences, students will be able to
identify each independent and subordinate clause in the sentence along with all subjects and verbs, with at least 7 of the
10 sentences accurately identified.
Objective 2 - With support from other students, when given 10 sentences that are either compound or compound-
complex sentences, students will be able to identify whether the sentence is compound or compound-complex and the
subjects and verbs in each clause, with at least 7 of the 10 sentences identified correctly.
Objective 3 - Independently after teacher guided practice, when given 15 sentences, students will be able to identify
whether the sentence is simple, compound, complex, or compound-complex and the subjects and verbs in each clause,
with at least 11 of the 15 sentences identified correctly.
IV. Materials
Elements of Language workbook (online version)
Smartboard
Devices for each student
V. Lesson Development
A. Introduction
Start the class with a Do Now, and have a designated student worker pass out their Do Now journals. Display a picture
on the board and have them write three descriptive phrases about the picture in cursive. Then, have another designated
student worker collect the Do Now journals. This should take about 5 minutes for all classes.
Review compound-complex sentence homework with students, if any was assigned. (If this was assigned, it should take
about 5 minutes.)
B. Lesson development (activities, procedures)

Have the students open their online Elements of Language workbook and direct students to page 119, “Compound-
Complex Sentences.” Complete all ten problems as a class, in order to ensure maximum understanding. This should take
about 15 minutes. This is where Objective/Assessment 1 will be used.
Move to the next page in the online Elements of Language workbook, page 120. Have students work in groups of three
or four to complete the worksheet, “Complex or Compound-Complex?” After about 10-15 minutes, bring the class back
together and review the answers. This should take about 20 minutes. This is where Objective/Assessment 2 will be used.
If there is time, move to the next page, page 121: “Review A: Classifying Sentences According to Structure.” Complete
the first five problems as a class, and then have the students finish the rest of Exercise A and all of Exercise B
independently. (Use the instructions for Exercise A for Exercise B, as well.) This is where Objective/Assessment 3 will be
used.
C. Evidence of differentiated instruction (content, process, product, or learning environment)

Learning Environment - Students who struggle to focus or are easily distracted can sit at the front of the room.
Questions will be displayed both on the board (and on students’ devices) for visual learners and also read out loud for
auditory learners.
Process - Students who are struggling can be monitored from the teacher’s device and be given immediate feedback
while they work alone. Classes that show competency with compound-complex sentences early will be given more of
the exercise problems to do on their own, rather than as an entire class. Students will be separated into groups based on
skill level, so that students who struggle with the material will be in the group with students who excel.
D. Closure (summary)
Tell students that tomorrow they will begin their final project for the clause and sentence structure unit. Assign
homework as page 121 in the workbook, “Review A: Classifying Sentences According to Structure.” (If students begin it
in class, they will only have the remainder of the problems to do.) With one minute remaining, have the students pack
up. This should only take 2-3 minutes at the end of class.
VI. Assessment/evaluation
Assessment 1 - During teacher guided practice, when given 10 compound-complex sentences, students will be able to
identify each independent and subordinate clause in the sentence along with all subjects and verbs, with at least 7 of the
10 sentences accurately identified.
Assessment 2 - During teacher guided practice, when given 10 sentences that are either compound or compound-
complex sentences, students will be able to identify whether the sentence is compound or compound-complex and the
subjects and verbs in each clause, with at least 7 of the 10 sentences identified correctly.
Assessment 3 - Independently after teacher guided practice, when given 15 sentences, students will be able to identify
whether the sentence is simple, compound, complex, or compound-complex and the subjects and verbs in each clause,
with at least 11 of the 15 sentences identified correctly.
VII. Modifications or accommodations
Students who need additional time to process will be told a question or two ahead of time that they’ll be answering a
certain question, so they have time to process the question and give the answer.
VIII. Self-evaluation
To be completed after the lesson.
Cooperating Teacher Approval ________________________________________ Date ___________________

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Geneva College

Lesson Plan Template

Name: _Stephen Nelson___________________Date: 2/8/21_

Subject: ELA Grade Level: 8th_

II. PA or Common Core Standards

III. Learning Objectives: Objectives must be written using observable verbs

B. Lesson development (activities, procedures)

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Cooperating Teacher Approval ______________________ Date _

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