Lesson Plan

Subordinate and Independent Clauses
Author: Teri Warner Date Created: 10/11/2002 3:04:07 PM MST
VITAL INFORMATION
Subject(s): English Language Arts, Grammar
Topic or Unit of Study:
Grade/Level: 7-12, Review for 10-12
Objective: The student will be able to: identify a dependent and independent clause the student will be able to construct complete sentences using dependent and independent clauses
Summary: The student will complete a variety of exercises to gain a basic understanding.
IMPLEMENTATION
Learning Context: According to Klammer, a clause is defined as a “string of words containing both a subject and a predicate.” Sentences can include more than a single clause. If a student can identify the difference between an independent clause and a subordinate or dependent clause, the student is less likely to build fragment sentences in their writing.
Procedure: Day 1 Introductions: Explain a subordinate clause is an independent clause with a subordinator on the front of it. Some common subordinators are when, because, then, as if, while, since and in as much. An incomplete sentence or sentence fragment, is often a subordinate clause. It looks like a sentence and has a noun and a verb, but it doesn’t state a complete thought. Whereas, what we will learn tomorrow is a true independent clause is a complete sentence. Grammarians and others may call this type of clause either a subordinate clause or a dependent clause. Procedures: Write the following sentence on the board. Since the turkey isn’t fully cooked yet Explain that this is an incomplete thought. There is something missing in the sentence. Ask if they know what it could be? Ask them since the turkey isn’t fully cooked yet, what? the turkey can’t go to the party? how about dinner will be late? How about this one. Write this one on the board: because the power was off last night Ask them okay, so? what is the power was off last night? Wait to see if they get it. Remind them that a subordinate clause an incomplete thought. because the power was off last night is an incomplete thought. Now add to it “the clocks are slow.” Show how it is now a complete thought. Now explain how the sentence became a subordinate clause. Go over the part about adding the subordinator “because” and “since” to a complete sentence transforms them into subordinate or dependent clauses. Give them the following example: A crowd had gathered. Explain that is a complete thought. It has a subject and a verb, and it could stand alone. But what if you had two sentences and you wanted to add them together to make one. Write this next part of the sentence: “The police car pulled up.” Point out that this is also a complete thought or sentence. But the point that you want to make is that a crowd gathered with the police car pulled up. The sentence would look cleaner and more concise if they were added. Add the word “when” in front of “the police car pulled up” Explain now that clause is a subordinate clause because it appears to be an incomplete thought. Something happened when the police car pulled up. So you need to add an independent clause to make the sentence and thought complete. Erase the portion of “a crowd had gathered” from its original spot on the board and add it to the end of “when the police car pulled up.” Point out that they now have a complete sentence. Now it’s their turn. Hand out the subordinate clause exercise. Have them get into groups. Explain that they are to make the sentences into subordinate clauses. Closure/Evaluation: · Was there active participation from the students that illustrated they were comprehending and absorbing the information? · Walk around the groups and answer any questions they may have. Day 2 Introductions: Have them pull out the Subordinate Clause Exercise from yesterday. Ask if they had any difficulties that need to be discussed before moving onto the next part. Answer accordingly. Explain now that they understand subordinate clauses, they will learn about independent clauses. Procedures: Explain they worked with independent clauses in their groups yesterday. An independent clause is a clause that has a subject and a predicate, and is a complete thought. For example Paula started the fire. That is an independent clause. No other words need to be added to it. If we wanted to add a subordinate clause to it we could add because she was cold. This should be comprehendible to the students. If not, continue giving examples of independent clauses. Hand out the Independent Clauses Exercise. Explain that they are now going to change the subordinate clauses they worked out together as groups yesterday, into complete sentences and thoughts. There should be enough class time for them to do this. They can do this either in groups, teams, or alone. Leave it up to them. Closure/Evaluation: Walk around to see if there are any questions or misunderstandings. · Did any of the students have difficulties with the exercise? What were the issues regarding their difficulties? · Notice the quickness or slowness of the exercise. Did some people have trouble with the exercise? If so, assist as much as necessary.
Sample Student Products:
Collaboration: Students will work collaboratively & individually.
Time Allotment: 3 class periods. 1 Hr per class.
Author's Comments & Reflections: Day 1 Was the class able to recite back what a subordinate clause was with little or no assistance? Day 2 -How did the students complete the exercise? Was it alone or in groups? -Should this exercise be before Day 1 or after? -How can this lesson plan be improved?
MATERIALS AND RESOURCES
Instructional Materials: Day 1 Subordinate Clause Exercise Day 2 Independent Clause Exercise Day 3 (no Lesson Plan) Final Exam to be given on this day (not made yet) Attachments:  1.  Day 1: Subordinate Clause Exercise  2.  Day 2: Independent Clause Exercise
Resources: Links:  1.  Language Arts Poetry/Subordinate Clause Students write poetry using a model that emphasizes subordinate clauses. Adaptable to other parts of speech, too.
STANDARDS & ASSESSMENT
Standards: CO- Colorado Academic Standards • Subject : Reading and Writing • Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills • Grade/Level : Grades 5-8  Performance Indicator : using simple, compound, complex, and compound/complex sentences in writing and speaking • Grade/Level : Grades 9-12  Performance Indicator : refining spelling and grammatical skills and becoming a self-evaluator of their writing and speaking
Assessment Plan: Accurately completed worksheets and the final exam.
Rubrics: