Planning A PoP Elementary Lesson (part 2): Episode Overview and Transcript (Ep 19)

Continuing our practical guide on creating effective Patterns of Power lessons for teaching compound sentences in elementary classrooms.

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PoPCast Reboot S01 Ep19 full transcript:

Travis: [00:00:00] Hey there. Welcome back to PoPCast! If you're just joining us, you might wanna check out part one first, back in episode 18, where Whitney and I started planning our Patterns of Power lesson on compound sentences for elementary grades. We covered all the initial groundwork: choosing our pattern, crafting our focus phrase, and selecting that perfect mentor sentence from JD and The Great Barber Battle.

For those of you returning after part one: Hey! I'm glad you're back. We left off right after discussing our compare and contrast sentence options, and now we're ready to dive into the invitations to imitate, apply and edit, rounding out a complete Patterns of Power lesson that you can take right into your classroom. Don't forget to grab the slideshow and planning doc from the show notes as you follow along with us. So grab your coffee, Diet Coke, or whatever keeps you going, and let's jump back into planning mode!

Whitney: When it comes time to imitate: first of all, on this slide, I left it blank afterwards because we would choose whichever sentence that we would use, right? If I chose to use the Whitney sentence, then that's what I would put here, and they, so they have two examples to look at. So I'm just going to do that real quick. Here's the Whitney sentence: "Whitney sang karaoke horribly, and Travis laughed." If that's the one that I decide to do, I'm just gonna copy and paste over here. 

Travis: Let's rock with, let's rock with that one. 

Whitney: Okay. 

Travis: I like that one. 

Whitney: Okay. I'm [00:02:00] not really sure why it did this way, but that's fine. We'll just plug it in there for now. No big deal.

Okay. Say we're going with this one. Now we wanna think through how we will walk our students through imitating this? Okay, we'll come back to that comparison again. Alright, we need two subjects. In this case, two people. And one's going to have one action. Another's going to have another action. So we could talk about choosing our subjects from our class. We could even choose our subjects from maybe a book that we're reading together. If we're reading a text together in class, we could use that to prompt our imitation. 

So this is one that we're going to do together. Maybe something happened at school or we think about different teachers in our building. If there's two PE teachers, maybe we think, okay, one time in PE what would one one PE teacher do, and then what would the other PE teacher do? And, really brainstorm some possibilities of actions by two characters, whether those characters are real people or characters inside of books that we're reading.

Or we may choose to think about like social studies. Maybe we are studying some figures in social studies and we want to use them as our subjects and what they do, or in science, we don't even necessarily. Have to use names of people, we can use topics, we can use subjects that we're learning about in science.

That's going to add a little bit more complexity to our imitation, but it's also good to take those risks when we imitate together to show students that this is the pattern we're following. But it's okay to think outside the box here. You can do that too. So we would just want to think it through. And in my class, I might decide to stick exactly to this and we're [00:04:00] gonna think about real people. Whereas Travis, in your class, you may be like, oh, I think that we're gonna take a little bit of a risk and think outside. So it is something, as a team, yes, we're going to imitate together, but each individual class might take it a little bit differently.

Travis: Love that. So you're saying that options that we have available, we can look at real people, we could look at characters from something we're reading, or that may be they're reading. Independently, we could also cross this over into other content areas. Yeah, I think there's a vast array of options that live here and I love it.

Whitney: Yep, absolutely. And I'm not going to plan out an imitation right now. I'm not going to write that sentence. But I am gonna think, how will I take my students through this? So that's the plan that goes in here is really thinking. And I like the idea of if I have two PE teachers, maybe we just hop into PE and think about our time in PE and what happens.

Or on morning announcements what happened this morning on morning announcements and think of two people there. 

Travis: Um, yeah, something important that I always like to remember with this is. Is this enough? Just looking at the two examples, is this gonna be enough for my students to be successful in imitating if my, if our goal is at the end of the invitation to imitate, everybody has generated, I.

A compound sentence or tried it so that we can see what they're up to. If this is enough, great. If not, we want to think about can we make our own? If we want to get, if we're giving the prompting, what does that look like, making our own. And then do we put it in the slideshow? Do we write it on the whiteboard?

Do we put it on a sticky note or a note card or a sentence strip along like. To show our students what's going on with that. Yeah, any of those things I think is really important in the planning stage for us to at least give options around. We don't always have to be lockstep in everything that we do, but as long as we have the options, I think this is really impactful.

Whitney: Yeah, and that's a great point too, [00:06:00] Travis. I think so at the elementary level, I am a firm believer in we're gonna do one together and you can turn around and do one on your own. So it's very much that gradual release of responsibility. We have the I do, which is mentor, author, and the compare contrast the we do, which is the imitate together. So that's the one where we may choose the PE teachers, for example. Yeah. Or impose that together. I'm gonna write that maybe on the chart paper or add it to my slideshow. So then they have the three examples right there. So when they go to imitate independently. They get to choose who their subjects are and what the actions are.

And they actually have three examples to look at. And we've walked them through how to imitate, oh, we have to think of two subjects. Okay. What does the first subject do and what does the sub second subject to? We're gonna try a two word sentence for that one. I think it's, especially at the elementary level, we need that.

Scaffolding. I believe even in fifth grade, they still need that scaffolding of doing it together, sure. 

And I think by the time they get to junior high, depending if they're familiar with this process, they could probably move into it more independently. But if they're brand new to it, we might need to do a few together first.

Travis: I love it. It can't hurt and it also builds the joyful classroom experience. If we're gonna be connecting this to people in the classroom or into the school experience, we can all think about our common shared space in a fun way. I think. 

Whitney: Yeah, and it is good to go ahead and try to imitate it together right now, right as a team or try to come up with your own imitation around your table to, again, double check that you've chosen a sentence that really can be imitated Travis, I.

Give it a go. What? How would you hate this? 

Travis: You had me thinking about that crossover [00:08:00] into other content. Yeah. I was thinking about science just popped up to me. Mm-hmm. So thinking like extreme weather: Tornado touches down comma, and if I'm thinking about another subject myself or people, and: People run and hide or people hide. If I'm gonna make it, people hide. 

Whitney: If you wanna do the two word sentence, 

Travis: a tornado touches down comma, and people hide. Ooh, we, there you go. There it's, oh, 

Whitney: I love it. Or I feel like people video, they pull out their phones, the video they're watching the tornado.

Travis: Yeah. 

Whitney: Awesome. Yeah, so definitely turn around and you could even do, "tornadoes touchdown, and hurricanes swirl," Or something. 

Travis: Yeah, yeah, yeah. 

Whitney: If you wanted to do that. And okay. I also think, if we were to use it, we could totally do some comparing, contrasting there, or if we wanted to bring in SO, and do some cause and effect, like you could, even " Tornado touches down, SO people hide." We could have conversations if we were using the FANBOYS in that case. Love it. 

So then when it comes to sharing, this is very quick. It's just you think in your head, okay, how are they going to share their imitations? Are they gonna share in small groups? Are they gonna share partners? Are we gonna go around the classroom and I'll read quickly? This planning piece takes like 30 seconds to figure out what am I going to do to share? And the share doesn't need to be long at all. 

Travis: In planning if this is a place, a struggle point for you, Indi individually, but you feel like you have teammates who are really strong at this, you can always spend a little bit of time upfront at the start of the school year to maybe create a bank of sharing options.

That could be something, Hey, let's pick six and roll dice to choose one of the six that feels reasonable. Or I think there are a lot of options that could exist if, [00:10:00] this is not your strong suit to ensure that students make it happen and do it with fidelity, yeah. Students do it with fidelity or the class does it with fidelity. 

Whitney: The other thing is to go back to patterns of power. Go back to the lesson and check the celebration for that. Maybe there's a song that we've added to the celebration that you could play. Maybe there's a different way to celebrate that you hadn't really thought of before.

So like 18.1 is: volunteers read their imitation sentences aloud. This is the best celebration of all: having an audience for which writers can write. So that's just sharing with everyone, but again, it just gives you some different options. 

Travis: 18.2 students share their responses. We clap after each student shares. If we run out of time, we collect the responses and display them with a focus phrase on the door or in any available space. 

Whitney: Yeah. 

Travis: Boom, boom. Got it. 

Whitney: Awesome. Love it. Love it. Okay. The invitation to apply, we do wanna plan for this. This is something that we really wanna think about intentionally, of how our students will then move from celebrating what they did with a scaffold in place to writing and reading in the wild.

While thinking about compound sentences, that's really that celebration, that share is so important because it's releasing them basically into the wild to continue using this pattern. So I just came up with several possibilities that also tied back to what we were thinking about during imitate of just different possibilities where we could use compound sentences.

 Writing to a prompt, right? Maybe it's a prompt about reading or a prompt in science or social studies or even math. Where would we use a compound sentence within that prompt? Using a picture is another great way to provide a stimulus for the [00:12:00] students. And maybe we, they could write. Several compound sentences about that, or we could break that up. And they write several simple sentences about that picture and then work together to play around with the fan boys to connect them where it's very manipulative and, another way to work together to use compound sentences. And of course, I also added the collecting compound sentences from independent reading texts. I mentioned that earlier during the notice planning. 

Travis: It all looks great. I'm on board with all three of them. Yeah, that's great, yeah, I think they're wonderful. I love the connection into others. Even continuing that thread of let's connect it to other content that we're interacting with.

We have, we're doing all of this great work to strengthen student understanding about a compound sentence. Now let's put it into use. If writing is thinking, we can put that thinking down on paper or in digital ink in any other content area very effectively. So I love that one. 

Whitney: I think too, it's important to have this understanding that when we apply, it's not a one day thing. We are thinking through, across a week or two, where are we going to bring in compound sentences to the writing that we're doing or the reading that we're doing. And so as a PLC team, that can really be thoughtful considerations as you're planning for other things as well. Oh, our focus phrase is about compound sentences. Is there a place there that we could have them use a compound sentence? Is there a ticket out where we could have them use a compound sentence as we're collecting their understanding of something? 

I think it's really important to have these conversations as a team for application that's not just a one time, one day, 10 minutes of time and magically they transfer these skills and we will know 'em forever. It's really a, we are going to prompt them to transfer these skills and continue [00:14:00] to move in that direction. 

Travis: And thinking about transference you, the more that we can be overt about our crossover from one content area to the next just a brief story, brief classroom story. Sometimes at the end of a grading period, I'd work with students to look at our averages and use some math to talk about how this is your grade and this is how your grade came to be. And a lot of times, at least one student in every class would be like, "This isn't math. Why are we using our math brain right now?

Flipping that script around. I'm sure when we are in other content areas teaching, oftentimes there's gonna be at least one kid who's saying, oh, this isn't writing, this isn't language arts. Why are we writing this? But that is super helpful for students to see that crossover connection.

Writing is thinking 

Whitney: Absolutely right. 

Travis: We are just, 

Whitney: conversation is writing, so I think we're just 

Travis: building our complexity. 

Whitney: Yeah. Yeah. Awesome. 

Travis: I love the application possibilities. I think all three are strong, and I stamp approved in my book. I'm gonna use all three in my classroom at some point. 

Whitney: Love it.

Love it. And, during planning, we might decide, okay next week we're gonna be doing this. Let's bring those into that. Okay. Finally, the invitation to edit: this piece is just these editing conversations that we can have with students. And I love creating these based on what I see in my classroom.

In A PLC, I might say, "Okay, these are some things I've noticed, at least in the writing of my students. One thing that I'm noticing they're doing is they are using conjunctions at the beginning of their sentences. I'm also noticing that they are using random capital letters all over the place. They're not being real intentional with when they use capital letters as to when they don't. And of course, I'm still having some run-on sentences in my classroom." 

So knowing that I took those and put them into the eding conversation, so just as a reminder. [00:16:00] With the editing conversation, we come back to that mentor sentence and we look just at that mentor sentence and have a conversation about what we've learned from our author. So we come back to the pattern. We come back to, in this case, the author also used a two word sentence. That's a real thing that can be used for effect. They're also used in adverbs to show how Vanessa cleared her throat. There's different things that can come through with that. 

Then I'm gonna take that sentence and I'm going to make a change to it. I'm just gonna make one change. But that one change, it might look like several just because of what it is, and this is what I mean by that. So here are my three changes. I'm noticing students are starting sentences and sometimes they're starting sentences with butt. And so I'm gonna do that here as one of my options.

"Vanessa cleared her throat loudly . And Justin clapped." 

And we can have a conversation as a class about the meaning and effect. What's the effect of this change? All right. Yes. The change is that they started the sentence with, and well, what's the effect of that? And as a PLC team, we can talk about what is the effect of that?

What do we want our students to get from looking at the sentence and seeing that we don't usually start sentences with, and are they gonna see sentences in their reading that start with, and yes. They are, it's done for a reason. But when we're writing for the purpose of more formal writing, we're not going to start our sentence with, and instead we can connect those two sentences using our comma.

And now that we know that pattern, we can easily transfer that over. Random capital letters are driving me crazy right now, so I've added that here. I really like to, when I talk with my students, I always say talk to me about your decision to capitalize this or to put a capital letter here. Because I want our students to have an understanding that we capitalize for a reason. And so I want them to be able to [00:18:00] tell me why. Why did they capitalize that? 

And just an example, my daughter. When she was in third grade, I had noticed third grade was the year 2020. So she ended third grade with me as her teacher at home. And I had noticed in the fairytale she was writing that she had capitalized every single B in her writing. And it just, it was unusual to me. And so I had asked her to talk to me about your choice to capitalize the B here and the B here, and the B here. I'm noticing it's capitalized everywhere. Tell me about that. 

Well, Emory is just graphic and so she had a reason for it. She said mom, I don't know the difference right now between B and D, and I know I'm gonna probably put it backwards, so this is just gonna save me the time there. I'm just gonna do a capital B. I know in my final I need to make it a lowercase, but for now, that's what I'm doing. She had a reason for it. I would've never figured that out had I not asked her justification behind that. 

So in this case, I'd put these random capital letters so we could have as a reader, when we read this, what does that do to us? What's the effect of it? I'm a little confused, honestly. And unfortunately, our students probably would not be confused by this at all because this is how they're writing in a, a lot of times this is what they're seeing when their friends are texting them or whatever as well. 

So again, we come back to, in more formal writing this is the right way that we would write. And let's talk about as we're reading in a book, if we were to see this, what would we think about that? And then we could make our changes. Yes. And then finally, yeah, Travis. 

Travis: I was just gonna say in this example as well, if I'm talking with students about the purpose behind a capital letter, what does that show us as readers? It shows us a sentences beginning. It shows us a specific name of a noun.

That's a great way to elevate and probably in a lot of cases, review for students. Yeah. We use the capital letter to show some things. As a [00:20:00] reader, you can't, you're not telling me this, so all I get is the words that you put down. If you capitalize things, the, what I'm coming away with is you are saying X, Y, or Z, whatever the, aspects of capitalization are.

So I think that's a great way to maybe elevate that. If you're thinking about, how do I talk about, not just don't do it, but the reason why and where you might, yeah, yeah, yeah. Mm-hmm. 

Whitney: Yeah. What does it show the reader? Mm-hmm. Absolutely. When I put R in the middle of cleared, what does that show the reader?

Travis: Yeah. 

Whitney: Right. Nothing. Okay. So we don't need it, right? So we're showing the reader anything. Then we don't need it to be capitalized. There's no purpose to have it capitalized. 

Travis: Love. 

Whitney: We always capitalize for a reason. 

Audio Only - All Participants: Mm-hmm. 

Whitney: And then finally just that, the run on sentence, we might as well throw a run on sentence in there and have that conversation again. How 's the change here? There's no comma, there's no, and so what's the effect? Now it's a run on sentence. Well, what does that mean? Why is that what does that do for a reader? It's confusing. That's what it's, the readers need boundaries in order to understand, and the boundaries are often punctuation.

So either a comma or a period is something to separate those. Two completely different actions with completely different subjects. It's not all one thought. It's really two different thoughts. And so how are we going to make sure the reader has an understanding that those are two different thoughts. We're either gonna put a period there, or we need to put a comma. And with that comma, we need a connector word or a conjunction. 

Travis: Love this. I think on the planning side also for listeners, as you're, if you're working through this lesson together with us right now, something that I, really like to make clear with teams I'm working with is, let's talk about and clarify, after we make the choices, what choice did we what? What did we change? And then let's talk through [00:22:00] together and actually write down and come up with a language of what is the effect of that change. 

This, to me, is where I've seen teachers who are getting started: the invitation to notice and the invitation to edit seem to be two places where some anxiety can come from because we're opening it up for students to give us feedback. What are you seeing here? What do you think about it? Kids can come up with wildly different things. 

So,as you're planning just a note of, or a reminder like, let's put this down, this content, the change with clarity and the effect of that change with clarity so that we can talk about it with confidence as well.

I think the only other thing that I would add here, looking at pulling from lessons that already exist as I looked at 18.1, another example, I think you chose three great changes. Another one that maybe makes sense is looking at a comma splice: so getting rid of the coordinating conjunction.

And that's something if I'm looking at the other lesson or, a lesson that would match with the focus that I have, I can just dissect in the teacher notes around the invitation to edit and see, oh, hey, this is what they did with this compound sentence. This is also something I can do with mine. Easy crossover. 

Whitney: Well, and in A PLC, we all have our own individual classrooms, so is it okay, if I use these three and then Travis, you decide the comma slice is gonna be a better conversation in your classroom rather than the capital letters. Can you change that out for your class? I think yes, yes.

We don't all have to be uniform in that we're doing the exact same thing in each of our classrooms. We're still teaching, we're still teaching the standard. We're still making sure our students understand. What we are doing is being responsive to the students in front of us. If I'm not having an issue in my class with capital letters, there would be [00:24:00] no reason for me to use B in my class.

If I feel like that comma splice is going to be a better conversation in my classroom, then that's the one I can put in there. I think that we have really gotten into in a lot of schools at least that I work in, that we're really sticking to a PowerPoint and not veering from that, from classroom to classroom, even though our students in each of our classrooms may be slight, have slightly different needs. Sometimes vastly different needs depending. So I, think it's important to know that this editing conversation, it's gonna go the same way in every class. But we may choose different editing things to take a look at. 

Now, if it's something that's highly tested and we're noticing in our data that it is a little lower across the board than as a team, we might decide, okay, we're definitely all going to use this one, but then the others you can change up depending, right? I think those are PLC conversations that you get to have as a team. 

Travis: Love that. That's smart. And also, I think if you have any kind of district benchmarking, yes. If you know, "Hey, in this upcoming district benchmarks, here are some of the standards that we're focusing on. One of them is comma splices." And if students are going to be revising and editing a passage. They are probably gonna it's, gonna be something they're gonna look at. Then that might be a different conversation. This is a perfect opportunity to highlight it in connection to the more effective choice. Mm-hmm. Side by side. 

So I love that. As another reminder, I appreciate you talking about that. 

Whitney: And that's why these PLCs and these team plannings are so important, right? So we can have these data conversations to guide our planning as well. That we're not just throwing all this together so we have something to do in class, but it is intentionally thought out as we think about what our students are doing already, what they're ready for, and then also what they're gonna be assessed on. And what they have already been assessed on using [00:26:00] that data to help us.

Travis: All right, so we are at the end of this lesson. We've got a lesson ready to go. How exciting. Perfect. Yes. 

Whitney: And then it's already plugged into the PowerPoint, so I just would make sure to take the focus phrases, hide those focus phrase slides at the beginning 'cause I don't wanna show my students those until they come to it in their conversation for the invitation to notice.

Travis: Yes. So with that, things to think about planning-wise: We wanna start with our focus. We want to choose our, we're gonna choose our model. As we think about our model sentence and our invitation to compare and contrast. We want to think it through. How imitable are they? And go back and double check. Do they still match the focus phrase in the invitation to edit?

We wanna be responsive to the needs of our students, what we see in student writing, or maybe what we're noticing as we look at assessments. Any other big takeaways? Whitney, you killed it. You this, you did so great. 

Whitney: It was so fun. It was fun having you as a thought partner on it too. I like planning for Patterns of Power. I mm-hmm. Like that lessons are already written, right? Yeah. But it's just really fun to make it more relevant when you have a book that your students are reading and, you know, it's a skill that's going to be in that book, right? Like sometimes there's this, just this really abstract. Standard that we have to teach and it's hard to find, then go to Patterns of Power for that.

But definitely you can always use the patterns of power lessons as a crossover, as a connection for you, but it's gonna be much more relevant for your students when you're using your own text too. So I'm happy that we could provide this free PD and model of how planning might go around this.

Travis: I appreciate you leading the charge on this. Listeners, we hope that this was informative. Yeah. Empowering takeaway for you. Please feel free to use this in your classroom and you are welcome to give us a shout out as you do if [00:28:00] to let us know how I would love it. How it goes. 

Whitney: We always love celebrations, so yes, 

Travis: yes, feel free.

Whitney: And just keep in mind all these things are going to be in the show notes for you, so the Patterns of Power planning template, and then this slideshow. So you, all have this lesson now that you can turn around and use if you want, or modify it in any way that you want or just make your own, 

Travis: Alright. Okay next, episode, we're gonna move into another grade band and follow a similar process with this. We'd love to have you join us for yet another free PD opportunity. Woo. 

Whitney: Yeah, so still focusing on the coordinating conjunctions just at grade six to eight, right? That's what's next. 

Travis: All right, Whitney, take us out.

Whitney: All right, thank you so much. Have a great day, week, weekend, month, rest of your school year, summer, whenever you're listening to this, have a great one.

Teaching grammar through authentic mentor texts creates engaging learning experiences for both students and teachers. In this second installment of a two-part PoPCast planning series (starting in episode 18), Whitney and I continue our demonstration of planning a complete Patterns of Power lesson focused on compound sentences for elementary classrooms.

Picking Up Where We Left Off

In Episode 18, Whitney and I began the planning process by selecting our grammar pattern (compound sentences), crafting a focus phrase, and choosing a mentor sentence from the book JD and The Great Barber Battle. We also explored sentence options for the invitation to compare and contrast that would help students understand the structure and purpose of compound sentences.

Now in Episode 19, we dive into the remaining components that round out a comprehensive Patterns of Power lesson: invitations to imitate, apply, and edit.

The Power of Imitation

After carefully selecting our mentor sentence and our invitation to compare and contrast example ("Whitney sang karaoke horribly, and Travis laughed."), we discuss strategies for guiding students through meaningful imitation activities.

Whitney explains that when planning imitation activities, we have various options. Students might base their sentences on real people in the classroom, characters from books they're reading, or even concepts from other subject areas.

I demonstrate this cross-curricular flexibility with a science-inspired example: "A tornado touches down, and people hide." This maintains the compound sentence structure while connecting this pattern to content outside of language arts.

Supporting Student Success Through Gradual Release

Whitney emphasizes the importance of scaffolding writing experiences at the elementary level through a gradual release model. As she puts it regarding imitating a pattern in the classroom, "I am a firm believer in we're going to do one together, and you can turn around and do one on your own."

This approach follows a clear progression that gives students the support they need:

• The mentor author's sentence (I do)

• Creating an imitation together as a class (We do)

• Students creating their own independently (You do)

Making Sharing Meaningful

Though brief in the planning process, Whitney and I emphasize that determining how students will share their writing is crucial. I suggest creating "a bank of sharing options" that teachers can rotate through, while Whitney recommends checking the Patterns of Power resources for celebration ideas. We highlight two options for sharing read from different lessons in the elementary Patterns of Power resource (lessons 18.1 and 18.2).

Some effective approaches we discuss include volunteers reading aloud, partner sharing, and displaying student work with the focus phrase.

Application: Extending Learning Beyond the Lesson

For compound sentences to become part of students' natural writing repertoire, Whitney and I stress that application must extend beyond a single lesson. Whitney offers several approaches including writing to prompts in various subject areas, using pictures as stimulus, and collecting examples from independent reading.

As Whitney notes, "Application is not a one-day thing. We are thinking through, across a week or two, where are we going to bring in compound sentences to the writing that we're doing or the reading that we're doing."

Thoughtful Editing Conversations

The final phase of the lesson involves editing conversations that address specific writing challenges teachers observe. Whitney shares three common issues: starting sentences with conjunctions like "and," random capitalization, and run-on sentences.

These editing exercises help students understand not just what is correct, but why certain conventions exist. As Whitney explains when discussing capitalization, "We capitalize for a reason."

Responsive Teaching Through PLC Planning

A valuable takeaway from our discussion is that while PLCs should plan together, lessons can and should be customized for different classrooms.

Whitney points out, "We don't all have to be uniform in that we're doing the exact same thing in each of our classrooms. We're still teaching, we're still teaching the standard. We're still making sure our students understand. What we are doing is being responsive to the students in front of us."

I add that assessment data should guide these decisions, noting that if upcoming district benchmarks focus on particular standards, that might help determine which editing conversations to prioritize.

A Complete Lesson Ready for Implementation

By the end of our podcast, Whitney and I have created a comprehensive, classroom-ready lesson on compound sentences. The planning process we model demonstrates how teachers can adapt existing resources to create relevant, engaging grammar instruction.

Whitney finished the episode reflecting on her enjoyment of creating a new PoP lesson from an engaging text: "I like planning for Patterns of Power. I like that lessons are already written, but it's just really fun to make it more relevant when you have a book that your students are reading."

Want to hear more Patterns of Power planning sessions? In our next episode, Whitney and I will focus on coordinating conjunctions for grades 6-8. Subscribe to PoPCast Reboot to continue your professional development journey!