Lesson: Identifying Independent and Dependent Clauses

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Lesson Objective

80 % of SWBAT to identify and accurately create independent and dependant clauses by the end of the week, as demonstrated by a teacher created quiz.

Lesson Plan

WOLC 1.1 - Dependent/Independent Clauses
LESSON PLAN TEMPLATE
LESSON PLAN
Standard : 1.0 Written and Oral English Language Conventions
1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.
I. Desired Outcome
80 % of SWBAT to identify and accurately create independent and dependant clauses by the end of the week, as demonstrated by a teacher created quiz. 
II. Evidence of Learning*
Daily Exit Tickets
Think-Pair Share
Thursday Quiz 
 
III. Opening the Lesson
A. Activity to open the lesson ideally:
 1. Motivates and engages students,
 2. Either assesses prior knowledge or explicitly builds on prior knowledge/life experiences/interests – for example, “Do Nowsâ€
 3. States the objective of the lesson.
B. How long will the opening take?
C. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
Tell students that this week they will be learning how to correctly identify and create dependent and independent clauses during their grammar lessons. Tell Ss that you are confident they will master this with ease as they already use independent clauses in their speaking and writing everyday.
 
Before beginning the lesson, write the words independent and dependent on the board and have students discuss what these two words mean. Discuss as a class, noting how the prefix “in†alters the meaning of depend. 
 
 
 
  
 
IV. Instruction and Modeling* –
What is the teacher doing?
A.What are you going to teach and how? (Will you provide relevant information, model thought processes, establish guides or graphic organizers, etcetera?)
B.How will you differentiate instruction? (small groups, guided math, guided reading, guided writing, literature circles, etc)
C..How long will each activity take?
D. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
E. Consider Newmann’s Rigor
Monday
 
Begin instruction by writing the word clause on the board and defining for students. 
 
Clause: A clause is a group of words that has both a subject and a predicate.
 
Predicate: Normally just the verb of a sentence without any of the words that modify it. 
 
Ex: My mom went to the store.
 
Read the definitions to the students and think out loud about how each definition is related to your example sentence. Stress that the important thing for students to know is that a clause is something that has both a subject and a verb.  Prompt a few example sentences from students and identify the subject and predicate.
 
 
 
 
V.Guided Practice –
What are the students doing?
A.What will students do to interact and practice the subject matter? 
B. How will you differentiate instruction? 
C.What sorts of groupings will you use?
D.How long will each activity take?
Tuesday
 
Tell students that we find independent clauses on their own in simple sentences just like the ones we just used as examples. Tell students that we also find them in complex sentences that use coordinating conjunctions (FANBOYS). 
 
Add now to your original sentence: My mom went to the store, but she forgot to buy milk.
 
Model finding the two independent clauses in that sentence and locating the coordinating conjunction. Chorally remind students the meaning of an independent clause – subject and predicate. 
 
Practice adding an independent clause to your original example sentences and work until students seem comfortable. 
 
 ( 5-7 Minutes)
VI. Independent Practice –
 
Tell students that within English there are two different types of clauses; dependant and independent. Write the definition for each on the board:
 
Independent clause: Contains a subject and a verb and expresses a complete thought. *It can stand alone as a sentence.*
 
Dependant Clause: Contains a subject and a verb but does not express a complete thought. *It cannot stand alone on its own.*  
 
Ex: Shirly was tired when she got back from Tahoe. 
 
Talk through example with students, emphasizing how the subordinating conjunction “when†is a good clue that the clause the follows it is dependent. 
 
It might be helpful to make a list of other subordinating conjunctions too (chart paper?):
 
after
how
till ( or 'til)
although
if
unless
 
until
as if
in order that
when
as long as
 
whenever
as much as
now that
where
as soon as
provided (that)  
wherever
as though
since
while
so that
 
before
 
even if
 
even though   
though
 
 
Remind Ss that you will always be able to find the independent clause by identifying the subject and predicate. 
 
 (22 minutes)
VIII. Closing the Lesson
 
       
Have Ss turn to their partner and tell how to find the independent and dependent clauses in a sentence. Review responses, then tell students that we will use what they practiced this week to learn about a new type of conjunction. 
 
 
 
 
1. What went well?
2. What would you change?
3. What needs explanation?
Students did well using their conjunction charts to locate the dependent clause of each sentence. In general letting students highlight or cut sentences or apart helped solidify understanding and was a great motivator. 
 
 
 
 
 
 
 
 
 
I would spend more time preteaching the ideas of independent and dependent, either through whole class examples or even physical movements around the class (independent students move freely, dependent students restricted somehow). While many students understood the concept in theory, in practice many students still mixed up which was the indpendent and dependent clause. 
The difference between independent and dependent. Reinforcing this concept using multiple measures from the outset and having students always start by finding the independent clause first might help with this. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Lesson Resources

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