Lesson Plan: Grammar Lesson on Than/Then, and Theyre, Their, and There

Name: Angela Withee

Date: 6/23/16
Instructor: Angela Withee
Demographic: You have a classroom of 19 9th grade students. 5 are on reduced-lunch (low SES
families). You have 2 ELL students, both who have been in the country for several years and
have had intensive ELL instruction in elementary school.

Your IEPs: (M denotes male, F denotes female)

Herbert Millner (M)- ADHD
Paten Vander (F)- Speech impairment
Lya Gross (F)- Mild dyslexia
Oliver Fore (M)- Mild autism
Title of Lesson
*Lesson plan based on a 50 minute lesson.
Purpose/rationale: Students have just begun a unit on grammar and are learning the correct
meanings of various homonyms. Prior to this class students have learned the difference between
two/to/too and accept/except. Today students will go over than/then and theyre/their/and there.
Prior to this lesson students were instructed to watch a video that I created going over the
meaning of these words in a PowerPoint. In todays lesson students will practice their
comprehension of the video by being asked to identify what homonym word is being used in an
example sentence. This lesson will enable students to be able to conduct sentences that contain
the correct usage of various words and will enhance their comprehension of grammar techniques.

Florida Standards:

LAFS.7.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a.Use
context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a
sentence) as a clue to the meaning of a word or phrase.
b.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., belligerent, bellicose, rebel).
c.Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
d.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
LAFS.7.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and
expressing their own clearly. a.Come to discussions prepared, having read or researched material
under study; explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
c.Pose questions that elicit elaboration and respond to others questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
d.Acknowledge new information expressed by others and, when warranted, modify their own
views.
LAFS.7.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation
Objectives: SWBAT identify various words and identify their word meaning using context clues
SWBAT explain the word being used based on the example sentence given to them
SWBAT recall the information given to them on the PowerPoint to complete their bell-ringer

Materials:
Video tutorial of the teacher going over a PowerPoint https://www.youtube.com/watch?v=GWmClNS0ec&feature=youtu.be&hd=1
(appendices a)
Five sheets of paper to write theyre, their, there, than and then on
Marker
Example sentences sheet for teacher usage (appendices b)

Anticipatory set: The desks will be set up in a Socratic circle so navigating from in front of one
corner to another corner will be easy.
Bell-ringer on homework activity. The teacher will briefly recap on the video PowerPoint the
students reviewed the night prior for homework. The teacher is taping the various sheets to the
corner of the room (the theyre, their, and there to their own corner, and than/then to
opposite different corners under there and their)
Teaching Strategy/Procedure/Activity:
Time
10 minutes

Student is doing
Completing bell-ringer.

5 minutes

Asking any questions they

may have on the homework
assignment. Standing up and
going to the middle of the
classroom to anticipate the
example sentences.

Teacher is doing
The teacher is asking students
to take out their journals and
complete this bell-ringer;
write a sentence containing
both than and then and
then explain the difference
between theyre, there and
their The teacher is then
calling on students who wish
to share.
Collecting journals. The
teacher is briefly going over
the PowerPoint homework
tutorial video, and asking
students if they have any
questions. The teacher is using
a marker to write theyre,
their ,there ,than, and
then to separate blank sheets
of paper and then taping these
to various corners in the room
(theyre, their, there to their
own and than and then to
opposite corners.) The teacher

30 minutes

Listening to the teacher read

sentences, going to the corner
they believe is right,
volunteering their defense on
their answer.

5 minutes

Listening to the teacher go

over the homework. Packing
up.

is telling students that today

they will be practicing the
words they were taught in the
PowerPoint with an activity, I
am going to say an example
sentence and you are going to
go in front of the corner and
desks of the paper with the
word you believe is correct.
For example, for their I
could say Their dog was a
Poodle and you would go in
front of the their desk. After
each word I will call on
someone from each corner and
ask why they believe their
answer is right.
Reading example sentences,
asking students from each
corner why they believe their
answer is right, facilitating
discussion and giving students
the correct answers.
Asking students to return to
their seats and pack up. Going
over the homework for
tomorrow.

Summary/Closure:
Students will be told to read The Raven for homework and packing up their backpacks.
Assessment:
Formal assessment: Bell-ringer will be turned in and graded for completion
Informal assessment: By giving students example students and asking them why they
believe their answers, then through facilitating discussion on the correct answer
Homework/follow-up assignment:

Reading the poem The Raven

Accommodations/adaptations:
Herbert Millner (M)- ADHD
Will be allowed to practice his example sentences with a handout in another teachers classroom
(who the teacher has already contacted) if he feels uncomfortable with this activity.
Paten Vander (F)- Speech impairment
Will be told that he does not have to go up and share his answer if he does not feel comfortable

Lya Gross (F)- Mild dyslexia

The teacher will give assignment instructions orally to Lya and the entire class.
Oliver Fore (M)- Mild autism
The teacher will monitor student to make sure he is staying on task and understands directions.
The teacher will allow Oliver to go to a separate class to work on a worksheet if he does not feel
comfortable with the activity.

Attachments/Appendices: PowerPoint https://www.youtube.com/watch?v=GWmClNS0ec&feature=youtu.be&hd=1

(appendices a)

Example Sentences (appendices b)

1. Their dog ate only chicken flavored food.
2. I like to eat tacos more than pizza.
3. There was no place no home.
4. Theyre going to the movies after dinner.
5. Their house needs a new paint job.
6. Im going to get my nails done, and then Im going to the hair salon.
7. The house costs more than the car.
8. She walked over there a few minutes ago.
9. Their apartment needed to be cleaned because they had made a huge mess cooking.
10. I just learned how to do laundry, so before then I didnt know what a wash cycle was.
11. Theyre going to go to the mall together.
12. We went to school and then we went to play soccer.
13. She was taller than him.
14. He liked to play basketball more than Bob.
15. Their cat liked to eat fish.
16. She went over there.
17. Theyre at the beach together.
18. You eat breakfast, lunch, and then dinner.

Plan B:
If the lesson finishes early the students will be allowed to work on their homework reading in
class
If the lesson is too easy than the teacher will ask questions until feeling comfortable students
understand the word differences and will then allow students to work on their homework
readings for the remainder of the period
If the students are not cooperating with this activity than the teacher will turn this lesson into
lecture on the PowerPoint and then into a quiet reading period on the homework activity

Works Cited
Bing. (n.d.). Retrieved June 24, 2016, from https://www.bing.com/images/search?
q=theyre their there

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