EAL Lesson Plan Template

Pace TESOL

Author: Katherine Ellingsen Setting: Stand alone ENL classroom

Age: Third grade
Targeted Expanding
Proficiency
Level(s):
Unit (Central Conjunctions
Focus):
Essential How can we use conjunctions to make our sentences longer?
Question/Aim:
Duration: 45 minutes Date: November 29,
2017
ENL 2.6 Read aloud with confidence, accuracy, and fluency.
Standards:
4.4 Listen attentively and take turns speaking when engaged in pair, group,
or full-class discussions on personal, social, and academic topics.
Content CCSS.ELA-LITERACY.L.3.1.H
Standards: Use coordinating and subordinating conjunctions.

Objectives: Content Students will understand the respective meanings of “so” and
Objective(s) “because.”

Students will develop a sense of how to use new

conjunctions in sentences.

Functional SWBAT correctly place conjunctions within sentence cut-

(Academic outs.
language) SWBAT swap sentence formations back and forth using the
Objective(s) appropriate conjunction.
with
Modalities
Language SWBAT identify the new conjunctions both orally and in
Objectives: writing.

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Pace TESOL

Targeted BRICK:
Vocabulary / and, because, but, however, or, so
Phrases:
“Brick” MORTAR:
words “so” vs. “because”
“Mortar”
words
Method(s)/ Modeling
Strategies Writing sentences to reinforce information.

Expected Sentences will be able to write their formed sentence-cutouts correctly on

Evidence of paper.
Learning
(Assessable
Product)
Procedures Teacher will introduce the conjunction: “so.” Teacher will compare
using Gradual and contrast it to “because,” which students have already learned.
Release of Teacher will reference the “How to Use it” worksheet containing all
Responsibility six conjunctions (and, because, but, however, or, so). Teacher will
[Model give examples of “so,” and ask students to come up with their own.
Guided Practice Teacher will open one bag of sentence cutouts, and model the first
Independent sentence. Teacher will give students their own bags, and then “think
Work out loud” through the second sentence. For the third sentence,
Assessable students will be asked to confer with a partner on how to best
product] differentiate between “because” and “so.” Students will be
encouraged to complete sentences 4-8 on their own as the teacher
walks around and makes sure they understand.
Homework:
Resources / Sentence cut-outs, paper, pencils, white board, worksheets
Materials:
Differentiation Students with higher literacy skills will be encouraged to complete the
strategies: enxtension (Part 2) of the lesson (reviewing and, or, but, and however).

Anticipated Problems: Solutions:

Issues:

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Pace TESOL

Issues: Students will struggle to Students will be reminded of the cause

understand the way so and effect meaning of these two words.
sentences can be “flipped” to
become because sentences.

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