LESSON TITLE: FANBOYS
Lesson #: 1
TEACHER NAME: Siran Sun
DATE:03/22/2019
Attach any handouts or materials required for this lesson.
Preparation/Planning
ESL Course: Intermediate
Writing ESL classroom
Topic/Theme:
FANBOYS
Listening
Objectives
Speaking
Reading
Writing
Bridging
What background knowledge
do the students already have?
What will you do to activate
or link students’ prior
knowledge or experience to
upcoming content?
Level Beginning Intermediate Advanced Multilevel
□ √ □ □
Students will be able to listen to a YouTube video about the grammar
rules behind coordinating conjunctions (FANBOYS)
Students will be able to comprehend the grammar rules behind
FANBOYS
Students will be able to share and discuss their thoughts on FANBOYS
through activities such as make sentences with FANBOYS
Students will be able to read sentences out loud with FANBOYS in them
Students will be able to create original compound sentences with
FANBOYS and identify each grammar rule
Students will be able to know how to use FANBOYS in their writing
students will be able to know how to link two simple sentences with
FANBOYS
Before this class, students have learned the following knowledge:
- Independent clauses
- Dependent clauses
- Simple sentences
- I will divide the students into “yellow” and “green” teams, then each
student will be given a script (two sentences for each member of the
yellow team and one sentence for each member of the green team).
- The yellow team members need to find their partner from the green
team who has the same sentence meaning with them
- the pair of students need to discuss the following questions:
1. what differences do you notice between your scrip and your
partner’s scrip?
2. When these sentences are combined, what words were added in
sentences?
3. Which group’s sentence is easier to read? Why?
- I will write down FANBOYS on the board according students’
answers about Q2.

Engagement with New Material
What will you do to engage
students in the active learning
of the new material?
What will you do to ensure
that all students are engaged?
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
- I will explain the function of these coordinating conjunctions in the
sentence, such as making the sentence easier to read and express the
meaning more clearly which is the purpose of my third question in
above activity
- I will tell student today's topic: coordinating conjunctions
(FANBOYS)
- Students will be given a worksheet (Appendix A) to create their own
sentences using FANBOYS under my instructions. They will do the
worksheet by themselves first, then I will discuss the results with them
as a whole class.
- A “FANBOYS” video is played to the students. Students will take
some notes about how to use punctuation with FANBOYS, and then
share their thoughts with each other.
- Students will be given a worksheet (Appendix B) to revise some
sentences with correct punctuation and coordination conjunction. They
will work as groups, then we will discuss together in class.
- I will give students two blank paper and ask them to make their own
sentences according to my requirements (One piece of paper is
comma +FANBOYS, the other is only FANBOYS), the students
will be separated two groups to work. The topic is “most important
room in a house”
(This activity will be used as the last activity if it is in time, instead,
it will be used as homework)
- I will walk around the class and observe their behavior while they are
discussing their discussion questions.
- I will ask “any questions” when I give to them a task, and make sure
they are on the task
- I will ask students to share their works in class and make sure they
are able to actively respond to their worksheet tasks.
Listening: Throughout the listening task, I will provide a “FANBOYS”
video is played to the students. Students will be asked to take some notes
about how to use punctuation with FANBOYS
Speaking: Throughout the speaking task, the students will be asked to
share their thoughts on FANBOYS through activities such as make
sentences with FANBOYS, and after the video.
Reading: Throughout the reading task, I will ask students to read
sentences out loud with FANBOYS in them.
Writing: Throughout the writing task, the students will be asked to
create original compound sentences with FANBOYS and identify each
grammar rule, and put two simple sentences together with FANBOYS
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose
of the lesson?
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didn’t go as planned?
What contingency plan did
you employ?
Listening: I will assess the listening task informally by listening a
“FANBOYS” video and ask some questions according to the video
verbally. I will correct them if they are wrong.
Speaking: I will informally assess the students’ understanding by
reviewing Worksheet 2 verbally as a whole class. I will correct students’
answers verbally and ask them to explain in further depth
Reading: I will assess the reading task informally by listening to each
student read a sentence out loud with FANBOYS in them. I will also
walk around the class and watch the students as they complete their
exercises.
Writing: I will informally assess the students’ understanding by
having them write example sentences on the board. I will walk around
and correct them if necessary and ask them to explain the meaning of
the FANBOYS; I will give students two blank paper and ask them to
make their own sentences according to my requirements (One piece of
paper is comma +FANBOYS, the other is only FANBOYS), the
students will be separated two groups to work.
- Students and I will review the topic of coordinating conjunctions
and the specific FANBOYS together.
- Additionally, students and I will review the examples as well as
the meanings of the different FANBOYS together.
- Finally, students and I will go over the punctuation rules with
commas as well.
- YouTube Video to support understanding FANBOYS and how
grammar rules work
- Power point as the main teaching support tool used to present new
knowledge and instructions to students
I would say that it achieved my objectives. I think students really
learned FANBOYS that could helped their writing because students
have a high engagement in the class and completed all excises well in
the class. Also, from their assessment I am sure they have a clear
understanding of what FANBOYS is and how to use its grammar in
writing. The students were very interested in the content, as shown by
the answers and examples they shared with me that they understood.
My timing felt off to me. I was so worried that the video would take
too long, so I rushed it and did not played complete. In the end, we
had extra time.
There was still little time left after I finish my lesson, so I gave some
parts of homework for students to finish in class. The rest is for
homework. I gave students two blank paper and ask them to make

What would you do
differently next time?
Did your students meet the
purpose and objectives for
this lesson? What is your
evidence for each?
What do your students need
next? How do you know?
What did you learn about
your glows and grows as a
teacher? What can you do to
work on your areas needing
growth?
their own sentences according to my requirements (One piece of paper
is comma +FANBOYS, the other is only FANBOYS), the students
will be separated two groups to work. The topic is “most important
room in a house”
Firstly, I will give students more contact with their previous knowledge
and experience in the bridge section. Second, I will make sure to tell the
students what the topic of class will be and what activities I will do
during the class before the class. Third, I would like to print out some
handouts for the students, so they could write notes on the handout and
interact with it in a more direct way in the later. Also, about all my
worksheet, there should be an “umbrella” topic that everything falls
under. In addition, I should give students more open-ended questions
and more time for groups to volunteer. I will slow down, asking for
comprehension checks, and verifying that my students understand my
directions.
Yes, I think my students meet the purpose and objectives for my
lesson. They did well both individually and in small groups because
they could explain what FANBOYS means in the sentences they
create. In addition, they could find sentence problems in my
worksheet. Also, they could use FANBOYS grammar rules to create
sentences by themselves.
During the activity, the students asked me some their unfamiliar
vocabulary, next class the vocabulary will as a necessary part they
need to improve and practice, especially in writing. In addition, based
on the activity of “make sentences with FNABOYS” they can expand
their writing ability to write more content, such as writing a paragraph
with FANBOYS. Because they are intermediate level students, they
need to write a full paragraph in their future academic.
Interacting with students and how to make the class more engaging are
what I've been thinking about as a teacher. As the first informal lesson,
I don't think my class is attractive enough for students. I concluded
that the possible reason was that I did not give a clear instruction and
the activity content was not interesting enough. The area I still need to
grow is the selection of teaching materials and the way I teach. In the
future, I prefer student-centered classes.