Secondary Lesson Plan Template

Topic:
Grade Level:
Length of class:
th
Dependent and Independent
9
90 mins
Clauses/Bad Boy work
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?
To help students understand sentence parts and structure.
To help students write better sentences.
To help students write more complex sentences.
LEARNING OBJECTIVES (What will students know or be expected to do in
this lesson? Use verbs from Blooms Taxonomy):
Students will be able to identify dependent and independent clause.
Students will be able to identify subordinating conjunctions
Students will be able to write dependent and independent clauses.
Students will be able to use subordinate conjunctions to write
compound sentences

STANDARDS (What national or state standards will you address?):

CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need in this lesson?):
Overhead
Paper
Powerpoints
PLAN for LEARNING (How will you organize student learning in this
lesson?

LESSON SEQUENCE & PACING (How will I

organize this lesson? How much time will each
component of the lesson take?)
1. Students will come in and do a bell
ringer in which they write down four
sentences from a PowerPoint and
breaking them apart by underling the
complete subject, putting a double line
under the simple subject as well as
boxing the complete predicate and
putting a circle around the simple
predicate. I will do the first one for them
as a quick reminder of the terms and
they will finish by themselves. Next,
students will compare their work with
their elbow partner and raise their
hands with a number of fingers that
correspond to any that they got wrong.
If there is an abundance of one number I
know I need to go over that one to make
sure that class is able to transfer the
technique to that particular sentences;
some sentences are definitely harder
than others.
a. We have been working on this for
two weeks or so and they have
shown decent proficiency to this
point so I dont anticipate too
many problems.

2. As students come to the front to grab

the days handout, I will tell them that I
am about to play Neos Miss
Independent (insert an old peoples
music joke) and that they should be
listening to figure out what it means to
be independent. They will raise their
hands every time Neo says something
that can help us describe independence.
a. The handout is a guided note
taking sheet and is available at

ACTIVATE/ENGAGE
(How will I engage students in
learning or prepare students
to learn by activating/building
up their prior knowledge?)
Ask a question, think-pairshare activity, Anticipatory set
activity, checklists, quick
write, cooperative learning
activity, inquiry-based task,
carousel activity, KWL, circle
map, show a video clip, do a
demonstration, tell a story,
quiz, thumbs up, fist-to-five,
etc.
ACQUIRE/EXPLORE/APPLY
(How will I help students
acquire and apply new
knowledge and skills?)
Lecture, demonstration, guest
speaker, inquiry-based
activity, text analysis,
discussion, debate,
simulations, skits, projectbased learning, jigsaw
activity, cooperative learning
activity, flexible grouping,
learning center rotation,
research activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my
students understanding or
provide closure in the lesson?)
Selected Response (Test,
quiz, exit slip)
Products from
Performance assessment
(Skit, role play, dramatization,
debate, cooperative learning,
project, student-inquiry)
Written Communication
(Short-answer, journal entry,
bulleted response, essay, exit
slip)
Personal Communication
(Questions, Discussion

the bottom of the lesson plan.

3. Students will do a short quick write (30
sec. think time and 2 mins to write) to
explain what it means to be
independent. They will read their
answers to their partners and then I will
ask for volunteers to read out. After we
have talked about it informally for three
or four minutes, I will begin a direct
instruction lecture that goes through the
information on the sheets by projecting
them from PowerPoint slides and writing
in the answers on the smartboard.
a. The only thing not visible for this
part of the activity is the fact that
I will have elbow partners write
their own examples of dependent
and independent clauses off in the
margin as we are working on
those ideas. Likewise, the
PowerPoint has examples that the
students do not write down so
that I can run my mouth and make
corny jokes (that hate when I talk
while they write).
4. Next students will get into groups that
have been pre-determined and are
projected onto the board as a
PowerPoint slide. These groups will
move to various stations around the
room and do sentence sorts to further
work on the concepts of dependent and
independent clauses as well as
subordinating conjunctions. Students
will each have their own set of
sentences on a piece of paper. The
groups will cut them out and proceed to
organize them into dependent and
independent sentences. After that, the
students will highlight the subordinating
conjunctions of the dependent clauses
and then make them independent
clauses and each student will write
down the sentences they come up with

Interview)

a the allotted place on the sheet they

cut the sentences from. Similarly,
students will write down the
independent sentences and add a
subordinating conjunction to make a
new longer sentence.
5. Finally, students will read chapter 6 of
Bad Boy and write down four
sentences that use a subordinating
conjunction from the text. While
reading, they will also pay attention to
Walters interaction with Mr. Lashers
class in order to be able to discuss why
Walters grades are going up next class
period.
6. Right before we leave, I have students
do an exit slip activity in which students
copy two sentences from a PowerPoint
slide onto two separate sticky notes.
They will put their names on them and
then put the sticky note onto the
corresponding part of the board which
will have halves labeled: dependent and
independent.
a. Note: The worksheet present in
the artifacts will be the bell ringer
for the next class period.

Name_________________________
Power

Date__________________________
Block _________________________

Dependent and Independent Clauses

Class Notes
Ooh, it's somethin' about
Just somethin about the way she move
I cant figure it out
There's somethin about her

Cause she walk like a boss

Talk like a boss
Manicured nails to set the pedicure off
Shes fly, effortlessly

Said ooh, its somethin about

Kind of woman that want you but dont need you
Hey, I cant figure it out
There's something about her

And she move like a boss

Do what a boss do
She got me thinkin about getting involved
Thats the kind of girl I need

These are the lyrics from Ne-yos Miss Independent. Based on these lyrics, what does it
mean to be independent?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

New news you didnt know:

An _____________________ clause expresses a ___________________ thought. It makes sense
all by _______________.
Polygons have more than two sides.
Millard Fillmore was Americas thirteenth president.
A _____________________ clause is the only other type of ________________. It cannot stand
by ___________________alone, it is _________________.
If they practice all day
After the fog in the valley lifted
The difference between the two
A _______________________ _____________________ introduces dependent clauses. Putting
a subordinating conjunction at the start of an ______________________
___________________ turns it into a dependent clause.
Some common subordinating conjunctions:
After
Although
As
As if
As soon as
As though
Because
Before

Even though
If
Since
So that
Than
That
Though
Unless

Until
When
Whenever
Where
Wherever
While

Write dependent or independent in the line after each clause.

When Evelyns boss promoted her to manager ______________________

She received the good news in the morning _______________________

As soon as Shanique phoned home ________________________

Her husband began to plan a special dinner _______________________

After we learned how to dance the tango _____________________________

Turn the following independent clauses into dependent (or subordinate) clauses:

He was successful

______________________________________________

The economy suffered

______________________________________________

Write dependent or independent after each clause.

If a clause is dependent, circle the subordinating conjunction at its start.
After the small car stopped _________________________________

Scott ate the raspberry pie with gusto _____________________________

When you hear the bell __________________________________

Six tall, frowning people got out ________________________________

Dependent vs. Independent Clauses

1) Cut the sentences out. 2) Sort them into two piles: dependent and independent sentences. 3) Circle the subordinating
conjunctions of the dependent clauses and add words to make the sentences independent. 4) Write your answers on the
paper. 5) Add subordinating conjunctions to the independent clauses and add words to extend the sentence. 6) Write your
answers on the paper.
1. After John caught the fish
2.

There is nothing left to do.

3.

Because the dragon had burned the village.

4.

Where Larry and Zamya could not get it.

5.

The French boy played in on bridges.

6.

As if there was no tomorrow.

7.

Adam got a golf club for his birthday.

8.

Whenever she came home.

Depend Sentences
Sentence:
New Sentence:
Sentence:
New Sentence:

Sentence:
New Sentence:
Sentence:
New Sentence:
Sentence:
New Sentence:

Independent Sentences
Sentence:
New Sentence:
Sentence:
New Sentence:
Sentence:
New Sentence:
Sentence:
New Sentence:
Sentence:
New Sentence:

Name__________________
Name____________________________
Date_____________________________
Power
Block____________________________

Dependent vs. Independent Clauses

Homework
Directions: Write dependent clause or independent clause after
each of the following clauses.
If the clause is dependent, circle the subordinating
conjunction in it.
Example:
He lives in Virginia _independent_
Because he lives in Virginia _dependent_
Your turn:
1. Whenever the planes fly overhead ________________________
2. Cranes were set up all around construction site
________________________
3. If we travel to Hong Kong ______________________

4. Even though gravel is a stone material __________________________

5. Unless you have a great time doing homework
___________________________
6. The blinds were closed ______________________________
7. Since his feelings had been hurt _____________________________
8. Where the buffalo roam ______________________________
9. They took a shot at the gold medal ______________________________
10.

He was out of luck _____________________________

11.

As soon as the helicopter took off _______________________________

12.
While the pillow fell off the building
________________________________
13.
Ms. Newmark took a huge swing at a baby seal
_____________________________
14.
So that we could save the baby seal population
______________________________