| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | dependent and independent clauses |
| What length (min) | 30 |
| What age group | Year or Grade 9 |
| Class size | 20 |
| What curriculum | Grammar |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 2 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Dependent and Independent Clauses
Grade 9
English
30 minutes
20 students
Corresponds to Grammar standards
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Brief introduction to clauses, discussing definitions and differences between dependent and independent clauses. |
| 2 | Explanation of Concepts | 10 min | Explain the characteristics of dependent and independent clauses with examples. Use whiteboard to illustrate. |
| 3 | Group Activity: Printable Cards | 8 min | Distribute printable cards to each student. Instruct them to fill in examples of both clause types based on prompts given. |
| 4 | Pair Share | 3 min | Allow students to briefly share their examples with a partner to reinforce learning. |
| 5 | Collection of Cards | 2 min | Collect or randomly check the cards to ensure understanding. Provide quick feedback if necessary. |
| 6 | Closing and Homework Assignment | 2 min | Summarize key points of the lesson. Assign homework to find five dependent and independent clauses in a reading passage and write them down. |
Students will complete a homework assignment where they identify and write five examples of dependent and independent clauses from a reading passage of their choice. The teacher will check homework without student presentations to maintain a low-pressure environment.
"Good morning, class! Today, we're diving into an important part of sentence structure: clauses. Can anyone tell me what a clause is? (Pause and wait for responses.) Great! A clause is a group of words that contains a subject and a verb. There are two main types of clauses we're going to focus on: independent clauses and dependent clauses.
Independent clauses can stand alone as complete sentences, whereas dependent clauses cannot. They rely on independent clauses to complete their meaning. By the end of this lesson, you'll be able to distinguish between the two and use them effectively in your writing. Let’s get started!"
"Now, let's delve deeper into the characteristics of these two types of clauses.
An independent clause has a subject and a verb and expresses a complete thought. For example, 'I enjoy reading.'
On the other hand, a dependent clause also has a subject and a verb but does not express a complete thought. It often begins with a subordinating conjunction like 'because', 'although', or 'when'. For example, 'because I enjoy reading' is a dependent clause.
Let’s take a moment to look at these examples on the whiteboard. (Write down the definitions and examples on the board.)
Does everyone see how the independent clause can stand alone, but the dependent clause leaves us hanging a bit? Excellent! Now let’s move on to our next activity."
"Now it’s time for some hands-on practice! I’m going to pass out printable cards to each of you. Each card has prompts for you to fill in with examples of both independent and dependent clauses.
(Distribute cards.)
Your task is to write one example of an independent clause and one example of a dependent clause based on the prompts. You have 8 minutes to do this. Go ahead and start now!"
"Time's up! Now, please turn to a partner and share your examples. Take about 3 minutes to discuss and make sure you're both clear on the differences between the two types of clauses. Ready? Go!"
"Alright, I hope you enjoyed sharing your examples! Now, I’d like to collect the cards. I’ll be checking them for understanding. As I collect them, I might give you some quick feedback.
Thank you for your participation! Let’s see if there are any common themes in how you all approached the examples."
"To wrap up our lesson, let’s summarize what we learned today. We discussed the definitions of independent and dependent clauses, looked at some examples, and practiced identifying them with our cards.
For homework, I want you to find five examples of both dependent and independent clauses in a reading passage of your choice. Write them down and be ready to share your findings in our next class.
Thank you all for your hard work today! See you next time!"
| Question | Answer |
|---|---|
| What is a clause? | |
| What are the two main types of clauses? | |
| How can you define an independent clause? | |
| Can an independent clause stand alone as a complete sentence? | |
| What is a dependent clause? | |
| How does a dependent clause differ from an independent clause? | |
| Give an example of an independent clause. | |
| Give an example of a dependent clause. | |
| What common subordinating conjunctions indicate a dependent clause? | |
| How do independent and dependent clauses work together in a sentence? | |
| Why is it important to understand the difference between independent and dependent clauses? | |
| What was the homework assignment related to clauses? |