This Child

Lesson Plan 1
What are Conjunctions?
Teacher: Ms. Salisha Ali
Date: April 11th, 2011
Class: Standard 3
Estimated time: 30 minutes
Teaching point: The student should clearly understand what a conjunction is.
Pre- knowledge: Student is familiar with different sentences.
Materials: White board, marker, pen, paper.
Objectives:
Students should be able to: * State what is conjunction. * Give examples of a conjunction.
Procedure:
Set Induction: Teacher engages student in a discussion about two sentences. (5 minutes)
Step 1: The teacher recaps the concept of conjunction. (5 minutes)
Step 2: The student is then asked to come up with three sentences that show conjoining sentences. (10 minutes)
Step 3: The teacher will then allow the students to explain in his own words what conjunctions are. (5 minutes)
Step 5: The student are asked to write sentences that conjure the idea of conjunctions.
(5 minutes)
Student Activities:
Students will: * Write sentences that conjure conjunctions. * Explain in his own words what conjunctions are.
Closure: The teacher will then distribute a folder to the student and at the end of the week they are entitled to make a portfolio of everything that was taught to them.
Evaluation Strategies: Students are asked to write atleast five sentences that contain conjunctions.
Contingency Plan: If the pace of the student is to slow the teacher would be the one to provide examples of the concept until the student grasp the concept of the term conjunction.

Lesson Plan 2
The Conjunction “ And”
Teacher: Ms. Salisha Ali
Date: April 12th, 2011
Class: Standard 3
Estimated Time: 30 minutes
Teaching Point: The student should be able to understand how to form sentences using the word “and.”
Pre – knowledge: The student knows the song “If you happy and you know it.”
Materials: White board, marker, paper, pen, coloring pencils and song “If you happy and you know it.”
Objectives:
Student should be able to: * Identify what the “and” conjunction is. * Give examples of it.
Procedure:
Set Induction: Teacher asks student to sing the song “If you happy and you know it.” (3 minutes)
Step 1: Teacher tells the student about the conjunction “and”. (2 minutes)
Step 2: Teacher from the song extract helps the student pick out the sentences that contain the conjunctions “and.”
(10 minutes)
Step 3: The student are asked to make some sentences with the conjunction “and”. (5 minutes)
Student Activities:
The student will: * Sing the song * Identify the conjunction “and” in the song. * Make sentences to help broaden their understanding of the conjunction “and”
Closure: The student would have to write sentences with the “and” conjunction in it to be placed in the portfolio.
Evaluation Strategies: The student is asked to write a short summary of themselves using the “and” conjunction.
Contingency Plan: If the pace of the student is too sluggish then the teacher would have to continue to provide examples and explanation until the student gets the point.

Lesson Plan 3
The Conjunction “but”
Teacher: Ms. Salisha Ali
Date: April 13th, 2011
Class: Standard 3
Estimated Time: 30 minutes
Teaching Point: At the end of this lesson, the student would have understood what “but” conjunction are.
Pre – knowledge: Student are familiar with the concept of conjunction and the conjunction “and”
Materials: White board marker, paper, pen, pencil. Objectives:
At the end student should be able to: * Identify what is the importance of the conjunction “but” * Write sentences that contain “but” conjunction.
Procedure:
Set Induction: Teacher gives the student to provide an example of a two sentences. (5 minutes) Step 1: The teacher explains what is the purpose of the “but” conjunction. (10 minutes) Step 2: Teacher give an example to the student. (5 minutes). Step 4: The teacher allows the student to provide sentences that contain “but” conjunctions. (10 minutes)
Student Activities:
The student will: * List two sentences that can contain conjunction. * Write sentences that uses the “but” conjunction to make two sentences that form one.
Closure: The student should be able to write sentences that contain “but” sentences.
Evaluation Strategies: The student would do the practice exercise in an extract provided.
Contingency Plan: If the pace of the student is to slow the teacher would provide contrasting images of pictures that help showcased the “but” conjunction.

Lesson Plan 4
The Conjunction “so”
Teacher: Ms. Salisha Ali
Date: April 14th, 2011
Class: Standard 3
Estimated Time: 30 minutes
Teaching Point: At the end of this lesson, the student would have understood how to use form sentences that contain the conjunction “so.”
Pre – knowledge: Student have previously encountered conjunctions and the “and” and “but” conjunction.
Materials: White board marker, paper, pen, pencil, extract from text book.
Objectives:
At the end student should be able to: * Identify what the “so” conjunction is. * Form sentences that contain “so” conjunctions.” * Complete an exercise that expands the use of “so” conjunctions.

Procedure:
Set Induction: Teacher gives the student an extract from the text book and asks him to read the sentences. (5 minutes) Step 1: The teacher explains the purpose of the “so” conjunction. (10 minutes) Step 2: Teacher give examples to the student. (5 minutes) Step 3: The student are then required to complete an exercise that allows them to join sentences using the “so” conjunction. (10 minutes)
Student Activities:
The student will: * Read the sentences. * Complete the exercise with the “so” conjunction.
Closure: The student should be able to complete the sentences that entail the “so” conjunctions.
Evaluation Strategies: The student has to complete the assignment in which the “so” conjunctions are to be placed in the correct way.
Contingency Plan: If the pace of the student is to slow then the teacher would continue to explain to the student the “so” conjunction.

Lesson Plan 5
The Conjunction “because”

Teacher: Ms. Salisha Ali
Date: April 15th, 2011
Class: Standard 3
Estimated Time: 30 minutes
Teaching Point: At the end of this lesson, the student would have understood the “because” conjunction and be able to employ it in his sentences.
Pre – knowledge: Student have previously been given sentences that they were asked to make into joining sentences.
Materials: White board marker, paper, pen, pencil, extract from text book.
Objectives:
At the end student should be able to: * Identify the “because” conjunction. * Join two sentences that form one sentence using the word “because.” * Complete an exercise that tells us how to use pair sentences using “because”
Procedure:
Set Induction: Teacher gives the student an extract from the text book and asks him to read the sentences. (5 minutes) Step 1: The teacher explains the purpose of the “because” conjunction. (5 minutes) Step 2: Teacher give an examples to the student. (1 minute) Step 3: Teacher explains to the student that the word “because” can join sentences. (4 minutes) Step 4: The student are then required to complete an exercises that uses words that joins sentences. (10 minutes)
Student Activities:
The student will: * Read the extract. * Join two sentences using the “because” conjunction. * Complete the exercise that would join the sentences to form one using the “because” conjunction.
Closure: The student should be able to complete the sentences using the “because” conjunction.
Evaluation Strategies: The student has to complete the assignment in which the list of sentences is to be joined.
Contingency Plan: If the pace of the student is to slow then the teacher would recap what are conjunctions and list the previous types mentioned, gradually descending to the “because” conjunctions
Lesson Plan 6
Revision of Conjunctions
Teacher: Ms. Salisha Ali
Date: April 16th, 2011
Class: Standard 3
Estimated Time: 30 minutes
Teaching Point: At the end of this lesson, the student would have understood what are conjunctions and the various types.
Pre – knowledge: Student have previously been given knowledge of conjunctions and the various types. Materials: Pen, Pencil and list of sentences.
Objectives:
At the end student should be able to: * Identify what are conjunctions. * The types of conjunctions. * Be able to identify them in different situations.
Procedure:
Set Induction: Teacher gives the student the exercises list and allows him to look it through. (5 minutes) Step 1: The teacher goes over what was learnt over the past week that is conjunction and the types that this part of speech carries with it. (15 minutes) Step 3: The student is then required to complete the exercises contains the various parts of speech. (10 minutes)
Student Activities:
The student will: * Look at the exercise given. * Complete the exercises.
Closure: The student should be able to complete the sentences that entail the various conjunctions.
Evaluation Strategies: The student has to complete the exercises and submit there week portfolio for evaluation.
Contingency Plan: If the pace of the class is to slow then the teacher would thus have to review everything that was taught to the student within the past week.

Describe and analyze the language competency and needs of the student.

Language Competency can be identified as the ability to acquire a certain amount of information at a given time. In the case of Richard Maharaj*, this standard three pupil had a lot of problems when it comes to the part of speech that is termed conjunction. Parts of speech can be identified as the categorization of words into major lexical categories such as nouns, verbs, adverbs, adjectives and conjunctions. In terms of conjunction, this can be described as words that join two sentences into one. This problem was identified when I looked through his copy books for the period March 2011. His standard teacher had taught him such word class and for final exam failed to regurgitate what was taught to him.
The student could not even recall the various word class and he could not identify that join these sentences into one. In addition to this, the student was unsuccessful in listing the types of conjunctions even though hints were given to him.
With this in mind, one can clearly identify that this child needed assistance in reiterating what conjunctions were and the various types. In terms of conjunction, the student was unable to explain to me what conjunctions were. To the student the term seemed unfamiliar. Providing an example to the student proved infertile in that the student was unable to make the connection.
Based on this result if the child could not state what a conjunction was, he could by no means state atleast one type of conjunction. This therefore had to be taught to the student.
At the end of it all, the student therefore had to be analyzed based on conjunctions. The student therefore needed to know what are conjunction and the various types of conjunctions. He had to be able to know how to use each type of conjunctions, its usage and most importantly provide sentences of it.

Song – “ If you happy and you know it”

If you happy and you know it
Clap your hands (2 x)
If you happy and you know it and you really want to show it if you happy and you know it clap your hands. If you happy and you know it Stamp your feet (2 x) If you happy and you know it And you really want to show it If you happy an you know it Stamp your feet. If you happy and you know it Shake someone hand (2 x ) If you happy and you know it And you really want to show it If you happy and you know It hake someone hand.

Assessing the Child’s Progress At the end of a week, Richard Maharaj* had undergone a week’s teaching of the word class known as conjunction. The student had learned the meaning of the part of speech together with the four types of conjunction. These conjunctions were, “so,” “because,” “and,” and “but.” At the end of the week, the student was elevated based on his performance of each word class to ensure that some progress was made. In the first lesson, the word class was reintroduce to the student, however it seemed new to the child. The student was told to list two sentences. I then introduced him to the term and explained it to him. Examples were provided and then the student had to reiterate what was said to him. Richard* seemed to explained the term quite well and with him providing examples were done well. The sentences that he provided although they were short and simple, the student had seemed to acquire the main objective of the lesson. The second lesson that the student had to be taught was the use of the conjunction “and.” By using the song “if you happy and you it,” I was able to assess the child on his knowledge of this conjunction type in that the student was able to employ the use of “and” in two sentences to join them as one. The student had to write sentences that showed “and” being demonstrated and he did this; completing his sentences and making sure that the proper use of “and” was put in the correct place. In addition to this the student had to write a short summary of himself employing this word class use of “and” in order to track his understanding and progress. This improvement showed the child improving in his knowledge of the conjunction. Lesson Plan number three saw the student being assess on his previous knowledge of the word class and the “and” conjunction. The student was assess based on the use of the conjunction type “but” in which the student had to write short sentences in which the student had to employ the use of the word “but” to show sentences joining. In addition to this the student had to complete an extract that demonstrated their knowledge of the use of the conjunction “but.” Within the past minutes that the student was engaged in learning and doing such exercises the student progress was rapidly increasing. It seemed as though he had develop some sort of pattern that showed him exactly where the conjunction had to be placed. The use of the conjunction “so” was related to the student in the fourth lesson plan. The student was required to read some sentences from an extract and then was introduced to the term. As was the case of the “but” conjunction, the student had known exactly where to place the conjunction in the sentences. Not only was the student learning something new each day, it seemed as though he was truly comprehending what was taking place. Each assignment that the student was given, he completed it scoring total in the exercise that was provided to him. The last type of conjunction that was taught to the student was the conjunction “because.” Like the previous lesson the student had to be complete an exercise that showcases his knowledge of the term being used. Upon discussing and providing examples to the student, the pupil was asked to employ such knowledge that was now acquired and showcased it in the exercises that was to be placed in his portfolio of the lessons that he was taught over the past week. The student seemed as though he really understood what this as well as the previous lessons entailed and his employment of its usage was mastered in the activities that were given unto him. The final and sixth lesson that the student engaged in was a revision of all that was taught to him within the past week. The reiteration was made of what conjunctions are and four typed were taught to him. At the end of it in order to assess this child, I provided an assignment that contained sentences that the use of the various conjunctions had to be placed in the correct sentence. The student demonstrated keen knowledge of all that was taught to him and it seemed as though the concept and knowledge that was placed to him at the end was well understood and done. At the end, the student demonstrated that he had learnt one major word class and such knowledge was demonstrated in his employment of the various types that was taught to him. The exercises that the student had done over the past week was properly done and based on the manner in which he had done it prove that he had comprehend the terms and had grasp the way in which to employ. At the end progress and apparent new knowledge had been gained by his student.

Conclusion and Recommendation At the end of a six day lesson, Richard Maharaj* was taught the basis of conjunctions. He was taught in the simplest way what conjunctions are and four simple types were mentioned to him. At the end of it all, the student had demonstrated keen knowledge of conjunctions and mastered the usage of how to place the various types of conjunctions in fitting sentences. The student even though he had learnt these terms before seemed to have a keen knowledge of what was thought to him over the past five days as this was shown the last day in which a revision exercise was given to him to do. At the end of such exercise, the following recommendation can thus be made: 1. In Richard Maharaj’s* case, it can be recommended especially for future references that once a topic is taught to a child that topic should be constantly reinforced in the child’s lesson. Reinforcing a taught topic would ensure that a child have atleast gain some sort of understanding to what is being said to them. 2. Teachers need to be aware that each student within their classroom have some sort of different learning ability and the teacher should seek to display some sort of teaching technique that would allow each child to at the end of a teaching lesson have some sort of knowledge being learnt to them rather than a student just sitting in a classroom for a certain amount of time and nothing is taught to him. 3. A third recommendation that should be taken into consideration can be that of a child being able to employ what is taught to him. They should be able to continuous practice what is taught to them and by practicing the student would be able to master what is or has been taught to him. 4. Apart from the teacher being the leading figure in the classroom, allow the child to be the one to take the forefront. For example, allow the child to read and reiterate what was taught to them and to provide example, this way the student can master for himself what is being taught to them. According to Vygotsky Zone of Proximal Development, allow the child to be guided by the teacher. 5. Also, it can be recommended that by using items that the student interacts with on a daily basic such as songs that they know as was done in one of the lesson plans the student would be able to make that connection and be able to understand what is being taught to them in a fitting manner. 6. Lastly, by ensuring that the student has definitely learnt what was taught to him providing assignments such as portfolios for them to do can indeed prove to be a success. That way the student would have a keen, comprehension about what is being thought to him.

References Baratz, J.C. Observation in the Language Classroom. Longman. (1987) Narinesingh U. A Basic English Course: Primary Level 2. (1999) Robertson, Ian .E. Language and Language Policy: Seamless Education Project Unit Ministry of Education Government of The Republic of Trinidad and Tobago. (2010)

References: Baratz, J.C. Observation in the Language Classroom. Longman. (1987) Narinesingh U. A Basic English Course: Primary Level 2. (1999) Robertson, Ian .E. Language and Language Policy: Seamless Education Project Unit Ministry of Education Government of The Republic of Trinidad and Tobago. (2010)