5E Lesson Plan Template

Your name Hanah Sims

Date(s) taught 1/31/22-2/4/22

Subject English Language Arts

Grade level 7th Grade

Materials Needed Materials/Equipment:

 Pencils/Pens
 Copies of Compound Sentences student practice handouts
 Copies of Compound Sentences Infographic Rubric
 Compound Sentences & Coordinating Conjunctions PowerPoint
 Dry erase board & expo markers
 Overhead projector
 Student chromebooks with internet connection for Schoology LMS,
Quizizz, Mentimeter, Google Forms, Google Slides, Jamboard, and
Canva access
 Timer (for timed group work)

Standards 7th Grade ELA Standards:

(State and
ISTE Language Literacy:
Standards for
Students) 21. Create written work using standard English grammar, usage, and mechanics.

b. Construct simple, compound, complex, and compound-complex

sentences to represent relationships among ideas.

Digital Literacy:

14. Create and edit digital products that are appropriate in subject, occasion,
audience, purpose, and tone.

15. Utilize digital tools and/or products to enhance meaning.

ISTE Standards for Students:

2. Digital Citizen

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 Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical. Students:

b. engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals. Students:

b. create original works or responsibly repurpose or remix digital resources

into new creations.
c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.

Objectives ELA Student Learning Objectives:

Students will differentiate between simple, compound, and complex sentences.
Students will construct their own compound sentences using commas and
coordinating conjunctions.
Students will create an infographic to apply their understanding of compound
sentences and coordinating conjunctions.
ISTE Student Learning Objectives:
Students will interact safely, respectfully, and appropriately when using
technology for class activities.
Students will create original digital works to apply their understanding of lesson
concepts and summarize their learning.

Differentiation For visual and auditory learners, I will model the compound sentence practice
Strategies activities and provide oral explanations or complete a “think aloud” as I work
through the exercise. Additionally, the example infographic I created for
students to follow will help visual learners connect items required by the rubric
to a finished product. To incorporate a more hands-on activity for kinesthetic
learners that also allows for COVID social distancing is employed through the
Google Slides Digital Sentence Types Sort. For my students with special needs
who require lesson accommodations through an IEP or 504 plan, I will provide
them additional time to complete each activity, allow them to work with a peer
or instructional aide, and give them printed copies of my notes and example to
streamline the amount of information they must refer to on their screens at one
time. Any lesson modifications that are needed will be determined on a case-
by-case basis as required by a student’s IEP. For gifted learners and early
finishers, enrichment and additional practice activities will be provided to

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 reinforce their skills and allow them to apply their knowledge to more complex
sentences.

The 5 Es

E Description

Engagement To engage students on the compound sentences and coordinating conjunctions

lesson, they will complete a prior knowledge poll through Mentimeter
(https://www.menti.com/zxmnmyu3jh) where they will provide what they already
know about compound sentences and coordinating conjunctions. Students will
access the poll link by logging into a school chromebook, signing into our English
course in Schoology, and finding the link provided under the Compound
Sentences and Coordinating Conjunctions folder for the week (see screenshot
below). The poll information will be projected on the board in real-time as the
students submit their answers. Following their participation, the answers will be
used to jumpstart discussion on what compound sentences and coordinating
conjunctions are, what we already know about them, and why they are
important.

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 E Description

Engagement Following our brief discussion on compound sentences and coordinating

Assessment conjunctions from the poll, students will complete an online quiz or pretest
through Quizizz (https://quizizz.com/admin/quiz/61e49d9d913c4a001da8d72f) to
demonstrate how well they were paying attention to the discussion as well as
what they know when given specific questions and choices. The Quizizz
question accuracy report will also provide me with information on my higher
achievers and my students who need more support. This information can be
used for pairing students, providing peer helpers, and scheduling extra
conferences or check-ins. The results of the Quizizz will also determine
strengths and weaknesses in particular areas related to compound sentences I
may need to focus on in greater detail within the lesson or practice.

Exploration To foster a productive struggle and stimulate students’ prior knowledge, students
will complete a Digital Sentence Types Google Slides Sort, in which they will
match definitions for simple, compound, and complex sentences based on our
recent discussion of compound sentences as well as their knowledge from our
daily grammar practice (DGP) activities in which we identify sentence types
every Wednesday. They will access this activity through their English Schoology
course. After they have sorted the definition information between the different
sentence types, they will proceed to slide two where they will sort examples of
simple, compound, and complex sentences into the appropriate columns. To
model this for students, I will project the slideshow on the board and give them
directions for zooming in, selecting, and dragging boxes into the specific
columns. Next, students will have 10-15 timed minutes to work independently.
Then, students will discuss and compare their answers to the slide sort with a
partner for approximately 5-7 minutes to determine if they need to make any
adjustments or changes based on their discussion. At the end of the allotted
time, we will return to a whole-group discussion and complete the sort as a class
using my computer and overhead projector to display our answers on the board.
The final sorted slides should mirror the student samples on the next page.

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 E Description

Exploration Following the Digital Sentence Sort and whole-group debrief, students will
Assessment submit their slideshows without corrections to help me assess students’ current
abilities and which areas need targeted instruction and practice. This will serve
as a formative assessment. Additionally, students will complete the Compound
Sentences and Coordinating Conjunctions Self-Assessment to rate their
understanding prior to the explanation phase of the lesson. The self-assessment

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 E Description

uses a linear rating scale and is submitted as a Google Form

(https://forms.gle/UUyvkU2mLMf2xpcJ6). Again, this information will help me
track students’ progress from the beginning of the lesson to this point. It will also
help identify students that may be struggling or who may need enrichment.

Explanation Because my school follows the A+ College Ready curriculum, my PowerPoint

explanation and student handouts are taken from their 7th grade ELA
instructional materials. Using the Compound Sentences with Coordinating
Conjunctions presentation on my overhead projector, I will begin by reviewing
clauses as this syntax knowledge is needed for students to be able to write
independent clauses that can be combined with coordinating conjunctions
(FANBOYS- For, And, Nor, But, Or, Yet, So) to create compound sentences.
Some higher order thinking questions I will pose during this explanation include:
“Why would we want to join two independent clauses together?,” “Why must the
second clause have a subject and verb if the first one already has them?,” and
“Can or should any two independent clauses be joined to make a compound
sentence? Why or why not?”
After discussing independent and dependent clauses, the definition of compound
sentences, and how different coordinating conjunctions are used, students will
practice breaking down provided sentences, first by labeling their parts of
speech, and second, by splitting them into separate clauses and identifying each
subject. By labeling the conjunctions within the parts of speech, students will
have an easier time locating where sentences should be divided into individual
clauses. After completing the labeling exercises embedded in the slideshow as a
whole-group, students will work with a partner or a group of three to complete
similar exercises for sentences 1-6 on the Compound Sentences Student
Handout provided by the A+ curriculum. As students work cooperatively, I will be
circling among groups, observing progress, and answering questions as needed.
In addition to the compound sentence notes provided on the student handout,
students will also be allowed to use their Daily Grammar Practice Marking Guide
we use on a daily basis for our grammar bellringer. This packet will assist them
with identifying and labeling the different parts of speech for each sentence. After
students have had approximately 15-20 minutes to complete the exercises on
the student handout, we will go over the correct answers on the board using my
overhead projector, dry erase board, and markers. As students provide answers,
I may sporadically ask, “How do you know that is an independent clause?” or
“How did you figure out what the part of speech was?” These questions will
enable me to gauge their application knowledge and allow them to practice
justifying their answers aloud.

Explanation After we have reviewed the PowerPoint and student handout exercises, students
Assessment will apply their understanding of clauses, coordinating conjunctions, and
compound sentences by writing one original example of a compound sentence
that is joined with one coordinating conjunction (For, And, Nor, But, Or, Yet, So).
They will type their sentence using the sticky note feature within the Compound
Sentences Jamboard Writing Practice link in their Schoology course. The

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 E Description

Jamboard contains sentences written and posted by my sample class. The

student examples will help determine who needs help writing complete
sentences/independent clauses and who appears to be proficient.

Elaboration To demonstrate their learning of compound sentences and coordinating

conjunctions, students will create an infographic through Canva that includes the
definitions of compound sentences, lists coordinating conjunctions, and provides
original examples of compound sentences. The original sentences will
demonstrate students’ abilities in applying the content taught. First, students will
join my Canva class using a link provided in Schoology to create their
infographic. Next, students will browse the infographic templates that are
available and choose one they feel will help them present the content effectively.
Using my Compound Sentences Infographic Example (visit the link or see the
next attachment) and their student practice handouts, they will design an
infographic that presents explanatory information about compound sentences
and examples of compound sentences using each coordinating conjunction. The
layout and design of the infographic should present the information effectively
while being original and creative. I will explain to students that the visual should
be easy to understand, and they should make it as if they will be using it to teach
the content to another person. To submit the assignment, students will send their
technology product to me through our Canva course for grading and review.

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 E Description

Teacher Infographic Example:

Evaluation To assess students’ mastery of the learning objectives, specifically,

 Students will differentiate between simple, compound, and complex
sentences.

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E Description

 Students will construct their own compound sentences using

commas and coordinating conjunctions.
 Students will create an infographic to apply their understanding of
compound sentences and coordinating conjunctions.
 Students will create original digital works to apply their
understanding of lesson concepts and summarize their learning.
I will evaluate their Compound Sentences Infographic using a Rubric. This rubric
is divided into five different criteria, including the compound sentences
explanation, coordinating conjunctions list, original compound sentences,
infographic originality, creativity, and effectiveness, and lastly, grammar and
mechanics. This rubric will be reviewed in a whole-group setting to address any
misunderstandings, and I will provide numerical scores and narrative feedback
on the back of the printed rubrics students will turn in with their digital creations.

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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