Lesson Plan 2-6 Four Column Format

Title: Conjunctions

Content Area: Language

Teacher Name: Ms. McIntyre

Grade Level: 1st grade

OVERARCHING GOALS FOR THE LESSON

LESSON OBJECTIVES AND STANDARDS
The goal is for the student to be able to use conjunctions Standard 4.7- Use conjunctions
IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior
or future concepts to learn.

Students would have been guided through conjunction use in Kindergarten. Students should have some knowledge
of conjunctions.
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MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including
equipment or technology used by the teacher in presenting the experiences.

Story that is heavy in conjunctions

PowerPoint
Components of the
lesson. learning activities

Anticipated Student
Responses and solution

and key questions (and time

allocation)

strategies. (Potential Barriers

& Misconceptions)

LINK PRIOR
KNOWLEDGE. Outline
procedures for activating prior
knowledge and student
interest.

Does anyone know what a

conjunction is?

Teaching notes

Evidence of learning.

DIFFERENTIATION: list
adaptations for ELL, EC, LD

Evaluation points or
assessment questions.

Some students will know

what a conjunction is, but it
is possible that the concept
is familiar to the students;
they just might not have
mastered it yet.

Some students will just yell

out answers, teacher must
remind students that they
must raise their hands.

Can students name a few

conjunctions? Are students
able to implement a
conjunction in a sentence?

Some students will know

the definition from
kindergarten.

Teacher will have to gage

the students attention
spans. Some students

Students are able to

complete the activities
correctly and in a timely

Can anyone name a few

What is a conjunction
used for?
INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students

will do to Engage & Educate.

Active learning tasks. If
required, include the script of
your lesson here.

Teacher must first define

and explain what a
conjunction is.
- A joining word
- Connects two points,
statements, or
thoughts
If students havent already
named conjunctions, share
with them these and,
but, or, yet, so, because
While these are not all of
them, these are the ones
that we will use the most
MOVEMENT: Have students
stand up and instruct them
to do a jumping jack each
time they hear a
conjunction. Read a story.
This should help students
recognize conjunctions.
Have students sit down and
go through examples of
using conjunctions in
sentences alone.
- Using commas
- Complete thoughts
Explain that each

Other students will be

slower to recognize the
conjunctions in the
movement activity and will
have to follow the
movement of others.

could have a difficulty

paying attention when they
move around so much.
In the second activity,
teachers will have to give
students enough time to
come up with a sentence
and then practice a
movement for it.

manor.
Students follow directions
and act appropriately in
class.

conjunction can change the

meaning of the sentence.
For example, Its cold
outside, but I forgot my
jacket.
- Switching But out
for nor or
because changes
the meaning of the
sentence.
Have students group up
with a partner, hand out
notecards with a
conjunction on it to each
group. Put the statement,
I love to run, on the
board. Have students
complete the sentence with
their conjunction word.
MOVEMENT: When students
are done, have each group
stand up and share their
sentence. They must act
out their sentence as they
say it out loud.
REFLECT and
SUMMARIZE. Outline how
you will close.

Students will make an exit

slip and write two original
sentences using a
conjunction correctly.
EXTENSIONS/CONNECTI
ONS. What other lessons
does this lesson connect to?

This lesson connects to

Students may still have a

difficult time using
conjunctions properly.
Teacher must be aware and
help these students.

Teacher will help students

with their questions and
concerns with the material.

Check students exit slip, if

students havent
understood the concept,
review again the next day
in class and answer any
further questions.

Some students will make

these connections based
off of what they have
learned from their own

Students who do need a

little more instruction may
lose attention, teachers
must remain aware of this.

Are students able to

connect this lesson with
previous lessons about
sentence structure? Are

other standards that deal

with sentence structure
and understanding
meanings of sentences.

language skills. Some

students will make
connections from
kindergarten. Many
students will understand
sentence structure but not
make overarching
connections about it.

students able to use

conjunctions correctly?

REFLECTION: After the lesson, reflect on what went well and what didnt go well. Write changes you might implement the
next time the lesson is taught.

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Movement Breaks Please clear describe each movement break you plan on doing and state how it related to
your content. Each lesson plan should include at least two movement breaks (labeled Movement 12etc) and
within your lesson plan you should indicate where you plan on doing these breaks.
Jack AND Annie went to the store. They rode their bikes BECAUSE it was pretty outside. Jack needed to get some
chips from the store, BUT Annie needed a Candy bar. On the way to the store, Jack stopped at the park to ride the
swings. Annie couldnt decide if she wanted to play on the slide OR on the tire swing. Annie AND Jack got very tired
playing at the park, YET they still needed to get treats from the store. The two of them got back on their bikes AND
raced to the store. Annie took a shortcut BECAUSE she thought it was faster. Jack peddled as fast as he could. Who
do you think got to the store first?

Spin around 3 times if you think Annie did, touch your toes three times if you think Jack did.