Lesson 39 covers:

• Elementary Level: Sight Words (Set 3: like, see, you, my, up)
• Mid Level: Conjunctions and Compound Sentences
• High Level: Writing Descriptive Essays

Elementary Level (Kinder to Grade 2)

Subject: Sight Words (Set 3: like, see, you, my, up)

Alignment with Standards:

• CCSS.ELA-LITERACY.RF.1.3.G – Recognize and read grade-appropriate irregularly spelled words (sight words).
• CCSS.ELA-LITERACY.RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-LITERACY.L.1.2.D – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Materials Needed

• Printed sight word flashcards (like, see, you, my, up)
• Whiteboard & markers (or paper & pencil)
• Fill-in-the-blank sentence worksheet (teacher-created)
• Magnetic letters or letter tiles (optional)
• Image prompt (e.g., a child looking up at a tree with a cat climbing up)

Lesson Procedure

1. Warm-Up (5 minutes)

• Review previous sight words (e.g., the, and, it, is, can).
• Show each word on a flashcard and have the student read them aloud.

2. Introduction to New Sight Words (10 minutes)

• Introduce the five new sight words: like, see, you, my, up.
• Flashcard Drill:
  • Hold up each word, say it aloud, and have the student repeat.
  • Ask the student to spell each word aloud (e.g., “L-I-K-E”).
• Kinesthetic Practice:
  • Have the student write each word in the air with their finger.
  • Use magnetic letters to build each word.

3. Word Practice Activities (10 minutes)

• Matching Game:
  • Write words on sticky notes and have the student match them to flashcards.
• Word Hunt:
  • Hide sight words around the room and have the student find and read them.

4. Fill-in-the-Blank Sentences (10 minutes)

• Provide simple sentences with missing sight words. Example:
  • “I ___ my cat.” (see)
  • “___ you like ice cream?” (Do)
  • “Look ___ at the sky!” (up)
  • “This is ___ dog.” (my)
  • “I ___ to play.” (like)
• Have the student read each sentence and choose the correct word to fill in.

5. Wrap-Up & Reinforcement (5 minutes)

• Quick Oral Quiz:
  • Ask: “Which word means the opposite of down?” (up)
  • “Which word would you use to talk about something you enjoy?” (like)
• Image Prompt Discussion:
  • Show an image of a child looking up at a tree with a cat.
  • Ask: “What do you see? Can you make a sentence using up?”

Assessment & Follow-Up

• Observation: Note if the student reads and writes the words correctly.
• Worksheet Check: Review fill-in-the-blank answers for accuracy.
• Extension Activity (Optional):
  • Have the student write their own sentence using each sight word.

Mid Level (Grade 3 to 5)

Subject: Conjunctions & Compound Sentences

Alignment with Standards:

• CCSS.ELA-LITERACY.L.4.1.F – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
• CCSS.ELA-LITERACY.L.4.2.C – Use a comma before a coordinating conjunction in a compound sentence.
• CCSS.ELA-LITERACY.L.4.3.A – Choose words and phrases to convey ideas precisely.

Materials Needed

• Whiteboard & markers
• Printed FANBOYS conjunctions chart (for, and, nor, but, or, yet, so)
• Sentence strips (pre-written simple sentences for combining)
• Compound sentence worksheet (teacher-created)
• Index cards for sentence-building game
• Image prompt (e.g., a busy park scene with multiple actions)

Lesson Procedure

1. Warm-Up (5 minutes)

• Review Simple Sentences: Ask the student to give examples.
• Question: “What happens if we want to connect two sentences? What words can we use?”

2. Introduction to Conjunctions (10 minutes)

• Introduce FANBOYS acronym with examples:
  • For (reason), And (addition), Nor (negative addition)
  • But (contrast), Or (choice), Yet (contrast), So (result)
• Example Sentences:
  • “I wanted to play outside, but it was raining.”
  • “She studied hard, so she aced the test.”
• Rule: Always use a comma before the conjunction in a compound sentence.

3. Guided Practice: Sentence Combining (15 minutes)

• Activity 1: Teacher-Student Collaboration
  • Write two simple sentences on the board (e.g., “The dog barked. The cat ran away.”).
  • Ask: “Which conjunction fits best? Where does the comma go?”
  • Correct: “The dog barked, so the cat ran away.”
• Activity 2: Fill-in-the-Conjunction
  • Provide sentences with missing conjunctions (worksheet or oral practice).
  • Example: “I love ice cream, ___ I don’t eat it every day.” (but)

4. Sentence Combining Games (15 minutes)

• Game 1: Conjunction Race
  • Lay out sentence strips and conjunction cards.
  • Time the student to match and combine sentences correctly (e.g., “It’s sunny. We’ll go to the beach.” → “It’s sunny, so we’ll go to the beach.”).
• Game 2: Build-a-Sentence
  • Write clauses on index cards (e.g., “She forgot her lunch” / “She bought a sandwich”).
  • The student picks two cards and adds a conjunction + comma to link them.

5. Wrap-Up & Creative Application (10 minutes)

• Image Prompt Discussion: Show a busy park scene (kids playing, dogs running, etc.).
  • Ask: “Create a compound sentence about this picture using and, but, or so.”
  • Example: “The boy kicked the ball, and the dog chased it.”
• Exit Ticket: Have the student write 3 original compound sentences using different FANBOYS.

Assessment & Follow-Up

• Observation: Check for correct comma/conjunction usage during games.
• Worksheet Review: Grade fill-in-the-blank or sentence-combining exercises.
• Extension Activity:
  • Have the student revise a short paragraph by combining sentences with conjunctions.

High Level (Grade 6 to 8)

Subject: Writing Descriptive Essays

Alignment with Standards:

• CCSS.ELA-LITERACY.W.7.3.D – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences.
• CCSS.ELA-LITERACY.W.7.4 – Produce clear and coherent writing appropriate to task and audience.
• CCSS.ELA-LITERACY.L.7.5.A – Interpret figures of speech in context.

Materials Needed

• Mentor text (excerpt from a descriptive essay, e.g., “The Storm” by Kate Chopin or a travel article)
• Graphic organizer for sensory details (5-column chart: See, Hear, Smell, Taste, Feel)
• Writing prompts (e.g., “Describe a bustling marketplace,” “Your favorite childhood memory,” “A thunderstorm at night”)
• Highlighters (for identifying sensory details in mentor texts)
• Image prompts (e.g., a misty forest, a carnival at dusk, a crowded city street)

Lesson Procedure

1. Warm-Up (10 minutes)

• Engage the Senses: Place an object (e.g., a lemon, a piece of fabric, a bell) in front of the student.
  • Ask: “Describe this using three senses—without naming what it is!”
  • Classmates/family members guess the object based on the description.

2. Introduction to Descriptive Writing (15 minutes)

• Analyze a Mentor Text: Read a short descriptive passage (e.g., a paragraph describing a beach).
  • Highlight sensory details and figurative language.
  • Discuss: “Which words make you feel like you’re there?”
• Teach Structure:
  • Introduction: Sets the scene (e.g., “The carnival at night was a symphony of chaos and color.”)
  • Body Paragraphs: Focus on different senses/spatial order (left to right, top to bottom).
  • Conclusion: Leaves a lasting impression (e.g., “Long after I left, the scent of popcorn clung to my clothes.”)

3. Brainstorming & Pre-Writing (20 minutes)

• Sensory Chart Activity:
  • Choose a prompt (e.g., “Describe a busy coffee shop”).
  • Fill out the 5-column organizer with vivid details:
    • See: Steaming cups, baristas in green aprons
    • Hear: Espresso machines hissing, chatter
    • Smell: Burnt coffee beans, cinnamon
    • Taste: Bitter dark chocolate sample
    • Feel: Warm mug, sticky tabletops
• Figurative Language Challenge:
  • Turn 2-3 sensory details into similes/metaphors (e.g., “The coffee grinder roared like a lion.”).

4. Drafting the Essay (25 minutes)

• Write the First Draft using the graphic organizer.
• Peer/Family Feedback (Optional): Swap with a sibling or parent to identify the most vivid description.

5. Revision & Polishing (20 minutes)

• “Show, Don’t Tell” Exercise:
  • Revise bland sentences (e.g., “It was a nice day” → “Sunlight dripped like honey over the sidewalk.”).
• Comma & Punctuation Check: Ensure complex sentences are punctuated correctly.

Assessment & Follow-Up

• Rubric Criteria:
  • ✔️ Uses 3+ senses effectively
  • ✔️ Includes 2+ figurative language examples
  • ✔️ Follows essay structure
• Extension Activity:
  • Compare two descriptions of the same place (e.g., a park in morning vs. night).