Learning Intention: To use be, but and so in sentences.

Time: 30 minutes

Objective: By the end of the lesson, students should be able to correctly use ‘be’, ‘but’ and ‘so’ in their sentences.

Materials:

Whiteboard

Chalk

Paper and Pens

Sticky Notes

Lesson Plan:

Introduction (5 minutes):

Draw a diagram on the whiteboard with 3 branches: ‘be’, ‘but’, and ‘so’. Ask the students what they think the diagram has to do with the lesson.

Explain the concept of using these connectors in sentences and how they are used. Show some examples.

Hand out paper and pens.

Activity (15 minutes):

Instruct the students to work in pairs to write 4 sentences using each connector.

Circulate the class to see how the students are doing and answer any questions they may have.

Closure (10 minutes):

Asking each student to share one sentence that uses each connector with the whole class.

Write the sentences in the diagram on the whiteboard. Add any additional examples of sentences to the board.

Give each student a sticky note and have them write one sentence on it using one of the connectors. Collect the sticky notes, shuffle them, and have the students guess who wrote which sentence.

Assessment:

Observe the students’ participation during the introduction and activities. Collect the sentences written during the adjectives to assess understanding of the lesson material.

Questions:

What is the difference between ‘be’, ‘but’, and ‘so’?

What are some examples of sentences using these connectors?

How are these connectors used in sentences?