Dakota State University

College of Education
LESSON PLAN

Name: ​Rachel Slaven

Grade Level: ​6
School: ​Chester Middle School
Date: ​11/14/2017
Time: ​8:25-9:15

Reflection from prior lesson: ​In the previous lesson, we finished up talking about
adjectives. The students took their adjective test, and they all did very well for the most part!
Students also took their spelling test in the last lesson and then they began working on the next
spelling chapter.

Lesson Goal(s) / Standards:

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

Lesson Objectives:
1. After receiving notes and doing class examples, students will complete the
conjunction practice worksheet with 80% accuracy.
2. Students will brainstorm 3 potential topics to write their how-to paper on, after
they are given the parameters.

Materials Needed: ​Pencil, student spelling books, conjunction power point, conjunction
worksheet, student Chromebooks.

Contextual Factors/ Learner Characteristics:

There are 14 students in this class. This class has 3 students that are on IEPs. There is
another student who is going to be tested for special education in the class as well.
Some students in this class have a hard time staying in their seat and staying focused.
This week is a shortened week, due to State Volleyball. Some students will be leaving
for the tournament on Wednesday. This will more than likely make the students a little
bit antsy.
A. The Lesson

1. Introduction (5 minutes)
● getting attention​- ​I will welcome the students to class. We will wait for the
pledge to be said over the loudspeaker. Then we will take lunch count.
● relating to past experience and/or knowledge​- ​I will say: “The past week
we have been talking about adjectives, and you have been working on your
book projects! Today we are going to switch gears a little bit.
● creating a need to know​- ​Just because we are done working with adjectives
for now, doesn’t mean that we can forget about them!
● sharing objective, in general terms​- After spelling, we are going to start
working with conjunctions, and then we are going to start working on a paper!

2. Content Delivery (40 minutes)

● Spelling​-​ We will correct page 57in the students’ spelling books and students will
start working on page 58. I will give students about 10 minutes to work on the
next spelling page. I will do one example from each section with the students.
● Grammar/Notes-​ ​We will begin working on conjunctions. I will project the
conjunctions powerpoint onto the whiteboard, so the students can copy them
down. We will first discuss what a basic conjunction is. Students will take these
notes:
○ Conjunctions connect words, groups of words, and whole sentences.
Then we will move into coordinating conjunctions. Students will take the following
notes:
● Coordinating conjunctions connect words or groups of words that are
similar in form:
○ noun with noun
○ phrase with phrase
○ sentence with sentence
● Grammar Practice​- ​We will practice identifying conjunctions, and then writing
sentences using conjunctions. I will do one example from each section with the
students, and then I will give them a few minutes to work on it in class.
● “How-to” paper-​ ​I will explain to the class that we are going to begin working on
a “how-to” paper. The first step to writing this paper is choosing a topic! We are
going to choose one topic for the whole class to write. I will give the students a
few minutes to brainstorm, and then I will ask for student input. We will vote on a
topic, and the entire class will write their paper on that topic.
3. Closure (5 minutes)
To end the class period, we will have a discussion about some of the possible topics the
students have come up with. I will not require each student to share, just in case they
want to keep their idea to themselves.

B. Assessments Used
I will use informal and formal assessment for this lesson. During the grammar section of
the lesson, I will determine whether or not students are grasping the concept, by
walking around to see if they are doing the worksheet correctly. I will also be walking
around while students are researching and brainstorming ideas for the how-to paper to
make sure that everyone is on the right track. Tomorrow I will have the students hand in
their grammar worksheet, so that I can see how well students did.

C. Differentiated Instruction
There are 3 students on IEPs in this class. All modifications and differentiation will be
given and done by the special education teacher (she attends class every day to assist
these students).

D. Resources
1. 6th Grade Everyday Spelling Teacher Edition