EDU 1010

Orientation to Education
Teaching Demonstration

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Name _____Josephine Rivera_______

Date: November 1, 2015

Curriculum Title ____Language Arts_____________________________

Utah State Standard:
9th Grade Language Arts
Language Standard 2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
c. Use a comma before a coordinating conjunction in a compound/complex sentence.
Objective (s):
- Students will actively listen to the rules surrounding comma use in sentences with
FANBOYS and AAAWWUBBIS.
- Students will engage in discussions (informal) and ask questions as the lesson is
presented.
- Students will quickly write their own sentence examples (simple, complex, and
compound) to share with the class. Students are encouraged to use their creative
liberty when performing this task.
Materials:
- Notebook
- Writing utensil
- FANBOYS/ Summary Handout(s)
Background for Teachers:
Teachers ought to have a thorough understanding of conjunctions, sentence types, and
comma rules. Furthermore, they must also employ an efficient and engaging way to
present these rules; to add something extra to the redundancy and blandness that's
often present when teaching about the technicalities of English.
Intended Learning Outcomes: (same as objectives)
- Students will learn, identify, and give examples of varied sentence types.
- Students will memorize the "FANBOY" and "AAAWWUBBIS" acronyms.
- Students will understand the importance of commas in the grand scheme of writing
and how the placement of a comma changes the meaning of a sentence.

Instructional Procedures:
- Introduce the sentence types. Present the simple, complex, and compound sentence
(one at a time).
- Discuss FANBOYS. What does the acronym stand for? Have students repeat the
words within "FANBOYS" until memorization is accomplished.
- Discuss "AAAWWUBBIS." Have students commit the acronym to memorization as
they previously did with "FANBOYS."
- The class will then discuss the insanity that surrounds sentences: Why and how can
the meaning of a sentence change when a comma is not placed correctly? Why does
this matter at all?
- The students will write examples of a simple sentence, a complex sentence, and a
compound sentence. They will be allotted 30-40 seconds to write each sentence.
- The teacher will, at random, ask students to share their sentences.
- Lastly, students will identify the verbs, nouns, and comma placement(s) within their
sentences.
Family Connections: (take home activity)
For the "take home activity," students will compose handwritten short stories (about a
half a page). Students will have liberty over what their stories are about, within reason
(no racism, sexism, swearing, or violent content). Encourage students to use their
creative abilities and to write something buzzard! The catch? Students must have at
least 2 of each sentence type within their stories. These sentences will be underlined
using different colors and a legend must be provided. For extra points, students may
draw an illustration to go along with their story. The next day, students may volunteer to
share their short stories with the class.
Assessment Plan: (how do you plan to assess whether or not students
gained the skill/concept?)
There are several ways to evaluate whether or not students grasped the information
presented. Firstly, the students will identify the simple, complex, and compound
sentences in their short stories using various colors and a legend. The teacher will then
be able to determine if the sentence identification was done correctly. At the beginning
of the next class, three sentences without proper punctuation will be presented. As a
warm-up, the students will write corrected versions of the sentences on index cards for
the teacher to grade. As a class, the students will identify the different parts of the
sentences (verbs, adverbs, nouns, noun phrases, etc)