Dependent Clauses

Curriculum Area and Level

Subject: English Language Arts
Grade: 5th Grade
US Education Standards:

• CCSS.ELA-LITERACY.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.L.5.1.A: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• CCSS.ELA-LITERACY.L.5.1.B: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Objectives

1. Identify dependent clauses – Students will be able to recognize dependent clauses within complex sentences.
2. Construct sentences using dependent clauses – Students will create sentences that correctly use dependent clauses.

Materials

• Whiteboard and markers
• Projection system
• Handouts with practice exercises
• Index cards
• Writing journals
• Pencils

Lesson Steps

1. Introduction (5 minutes)

• Start with a Hook: Begin by writing two sentences on the board:

  1. "When the bell rings."
  2. "The students will go to recess."

  Ask the students if each sentence makes sense on its own.

• Discussion: Guide students to understand that "When the bell rings" does not make sense by itself and is a dependent clause, while "The students will go to recess" is an independent clause.

2. Direct Instruction (10 minutes)

• Define Dependent Clauses: Explain that a dependent clause (or subordinate clause) cannot stand alone as a complete sentence because it does not express a complete thought.
• Key Components: Highlight the important components of dependent clauses:
  • Subordinating Conjunctions: Introduce common subordinating conjunctions such as because, although, if, when, since, etc.
  • Example Sentences: Write a couple of sentences on the board and underline the dependent clauses. For example:
    • "If it rains, the game will be canceled."
    • "Although she was tired, she finished her homework."

3. Guided Practice (10 minutes)

• Identifying Dependent Clauses: Provide students with a handout that has multiple sentences. Ask them to identify and underline the dependent clauses.
• Group Work: Divide students into small groups and give each group a set of index cards with parts of sentences written on them. Have students match independent and dependent clauses to form complete sentences. Ensure they use correct punctuation and capitalization.

4. Independent Practice (10 minutes)

• Writing Exercise: Ask students to write five complex sentences in their journals using different subordinating conjunctions. Encourage creativity by asking them to create sentences related to a recent book they’ve read or a personal experience.
• Peer Review: Have students exchange journals with a partner to check each other’s work for correct identification and use of dependent clauses.

5. Closing and Assessment (5 minutes)

• Recap: Quickly review the key points of the lesson by asking students to explain what a dependent clause is and how it differs from an independent clause.
• Exit Ticket: Ask each student to write one complex sentence on an index card using a dependent clause. Collect these as they leave the room to assess their understanding.

Evaluation

• Formative Assessment:

  • Observing students during group work
  • Reviewing handouts and journals
  • Exit tickets

• Summative Assessment: Use a quiz at the end of the week with sentences where students are asked to underline the dependent clauses and write their own complex sentences.

By diving deep into dependent clauses, this lesson plan aims to build foundational grammar skills that are essential for effective written communication. Integrating hands-on and collaborative activities will help 5th graders grasp the concept of dependent clauses in an engaging and meaningful way!