Jacklene Ranck
Main 2
ELA Lesson Plan 1
Name: Jacklene Ranck
Population: 4 th grades ELA class
Materials: Hot dog folded two-flapped foldable (2 sets in two different colors), Anchor chart, sets of sentences for guided practice, sentences to combine for independent practice, Elmo Projector,
Promethean Board, and the children need something to write with.
Objective: TSW be able to combine sentences, correctly using the correlative conjunctions either…or
/neither…nor.
Rational: (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (vii) correlative conjunctions
(e.g., either/or, neither/nor);
Anticipatory Set: For the anticipatory set I will use this time to activate their prior knowledge so that we can build upon it. First I will ask them if they remember our lesson from the other day when we talked about conjunctions. I would get them to tell me how we remember what the conjunctions are (probing them to tell me FAN BOYS) then I would show then a paper that them had seen in that previous lessons and explain that those are coordinating conjunctions and there are lots of other types of conjunctions.
At this point I would refer to the white board where my objective has been written and explain to them that today we are going to be talking about correlative conjunctions. I would then talk about how there are more than two correlative conjunctions, however we will just be working with either…or/neither…nor today.
Instructional Input: For instructional input I created a visual aid (or you could do this on an anchor chart), on this visual aid I gave multiple definitions for them to remember what correlative conjunctions are. I projected this onto the promethean board with the Elmo projector. As it is being projected I talk about each definition.
Modeling: After they have learned what correlative conjunctions are and what they do I will hand out a foldable, one side labeled either…or and the other side labeled neither…nor. I have a matching foldable however mine is filled out on the inside. I show them mine and I walk them through different ways to know when to use either…or and neither…nor, each way to remember is written under the side it goes with. During this time I ask them for example samples of either…or and neither…nor sentences and I write their examples on an anchor chart. This foldable is meant to be an aid for the students as we work through guided practice as well as independent practice. At the end of the lesson they will also be able to glue this into their writing/ grammar spiral as a reference.

Jacklene Ranck
Main 2
Checking For Understanding: In this lesson to check for understanding there will be a lot of discussion about how we know whether we use either… or/ neither…nor. I will also be checking for understanding during the guided practice by reading the completed sentence with the students and discussing how they got the answer and making them give rational as to why their answer is the correct one or vice versa with the incorrect answer.
Guided Practice: For guided practice each student will have an opportunity to come up to the interactive board and fill in sentences. I created sentences with the either …or and neither…nor missing from them, so the students will have to decide which correlative conjunction fits. The first student will come to the board and write in the first blank either or neither and the second student will decide if it is or, or nor. I will make sure to tell them that they need to pick with answer they truly feel goes in that blank, not just follow along with what the person in front of them wrote. For example they should not just go up and write or because the person before them wrote either they need to be able to say why they it fits. After the sentence is written we will read it as a class and decide if it is correct or incorrect, and discuss why or why not. They can use information from their first foldable to help them with their justification.
Independent Practice: For independent practice I will hand out another foldable that is identical to the first one they made except it will be on another color paper. On the board there will be five sets of sentences that the students must combine using either…or and neither…nor. We will do the first sentence as a class so the children understand what we are doing. After that the students will work in pairs to figure out which correlative conjunction fits in the sentence. Once they have decided which set fits they will write the combined sentence under that section of the foldable. As they are working I will be walking around listening to make sure they are discussing why they feel a certain set fits, if they are not I will come to them to get the conversation going. When they are finished this foldable will be turned in to be another way I can check their understanding.
Closure: For the closure we will come back to whole group and talk about what we learned. We will go back over coordinating conjunctions and correlative conjunctions. I will have them tell me what they learned as well as ways they remember when to use with correlative conjunction. After this I will tell them that there are other types of conjunctions and will we talk about other types of conjunctions in another class period.
Assessment: For this assessment I would give them another set of sentences that they will need to combine using either…or/ neither…nor. I would collect the papers and using a rubric I would check to see if they used the correlative conjunctions correctly. Using the information from this assessment I would reflect to see if I need to reteach.