Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th grade,

Central Focus: Understand what a subordinate clause is
Subordinate Clauses
and tell if a sentence is an independent clause or
subordinate.
Essential Standard/Common Core Objective: CCSS.ELALiteracy.L.5.1.a
Date submitted:
Date
Explain the function of conjunctions, prepositions, and
taught:
interjections in general and their function in particular
sentences.
Daily Lesson Objective: Performance: Students will be given a worksheet to fill out accordingly
for assessment.
Conditions: Students will have access to examples of previous sentences containing subordinate
clauses.
Criteria: Student will be able to correctly label 12 out of 15 sentences.
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary):
Subordinate clause
Independent
Dependent
Subordinating conjunctions
Prior Knowledge: Know what independent and dependent mean. Know what clauses are in
literacy.
Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Focus on the difference between independent clauses and
dependent clauses. Review the students knowledge of what
the words independent and dependent mean.
Today we are going to learn the difference between
independent clauses and dependent clauses. You should be
able to tell me when looking at a sentence which part is
which.
Now that we know what the words independent and
dependent mean, ask students who thinks they know what
an INDEPENDENT clause is? If they dont know explain to
them that an independent clause is a complete thought.
Which means that it can stand by itself and make sense to
someone who reads it or hears someone say it. It can be a
sentence on its own or be a part of a sentence. Then ask
them who thinks they can tell me what they think a
DEPENDENT clause is? let them answerif they dont know
then explain that a dependent clause is not a complete
thought, so it cannot stand on its own. Explain to the students
that both independent and dependent clauses have a subject
and a verb in them but the difference is independent can

Time
3 min

2 min
10 min

4. Guided Practice

5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:
7. Closure

stand on its own while dependent cannot. Ask students if they

can name some of the subordinating conjunctions that go at
the beginning of the clause to make it a subordinate clause.
Let them name some that they think might be and then show
the big paper that has them listed. After this I will write
examples of sentences on the board and then go through and
show the students where and how I find the subordinate
clause in the sentence. I will circle the subordinate
conjunctions and then underline the subordinate clause. I will
do 3-4 examples.
During guided practice I will write a sentence on the board
and ask students to raise their hand to come up and underline
the subordinate clause in my sentence. I will go through a
couple of examples until I know the students have a good
grasp on what to do. Then I will have students split into
groups and they will work together to come up with 3-5
15-20
sentences all containing a subordinate clause. Each group will
min
be given a piece of poster paper to write their sentences on.
After each group has time to come up with at least 3, they will
come up as a group one at a time and tell the class their
sentence and then have a volunteer come up and
circle/underline the subordinate clause.
Students will work individually on the Subordinate Clauses
worksheet. They will have to go and get 2 different colored
markers and label on their paper which color stands for which
15 min
clause. The students must underline the independent clauses
and the subordinate clauses, each in a different color.
The assessment will be based off of the worksheet completed from the
independent practice portion. The students must get at least 12 out of
15 correct to show comprehension.
Students will have an exit ticket. They will be asked to write
down their definition of a subordinate clause. This will be
given to the teacher when complete.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:

Student/Small Group
Modifications/Accommodations:

5 min

Materials/Technology: poster paper, markers, pencils, white board, dry erase markers, worksheet
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

References:
Reflection on lesson: