Lesson: Run-On Sentences
· Long sheet of butcher paper with the run-on paragraph written on it and rolled up like a scroll. (run-on 1)
· Student copies of the run-on sentences (run-on 2)
· Pencils and paper for students
· Mindmap rubric
Level of Bloom’s Taxonomy:
· Knowledge - mindmap
Background information: what do I need to know to teach this lesson?
- · A run-on sentence is two or more sentences that are run together with commas or without any punctuation.
Instructional Procedures: How will I…?
…recall prior relevant information? Make connections to prior learning?
· Have students power-write about sentences.
· Ask the students, “What are the four types of sentences and what punctuation is at the end?” Have the students work to correctly define all four types of sentences.
· Secondly, ask students, “Which type of sentence sometimes has an understood subject?”
· Ask students, “What is a subject and what is a predicate?”
· Finally, ask students, “What are conjunctions”
· Have students work with a partner to write 5 fifth-grade level sentences (7 or more words) and divide the subject from the predicate and label the simple subject and the simple predicate. Call on volunteers to share their work with the class and have discussions around if the work is correct or how to make it correct.
….present new material?
· Begin the lesson by bringing out the scroll you have written and make a big show of rolling it out in front of the class and then begin reading the scroll as it is written, with no punctuation and one long run-on sentence.
· Ask the students what is wrong with the sentence you just read. They should be able to determine that the sentence does not have any punctuation marks. Lead the students to give the correct definition for that type of sentence which is a “run-on”.
· Tell students that there are two ways to correct a run-on.
o 1st the students may use a conjunction to form a compound sentence.
§ For example: Some jobs require special clothing these clothes provide protection.
· Correct – Some jobs require special clothing, and these clothes provide protection.
o 2nd the students may divide the run-on sentence into separate sentences
§ For example: Electricians often wear rubber gloves, electricity cannot go through rubber.
· Correct – Electricians of wear rubber gloves. Electricity cannot go through rubber.
· Students should note that when adding a period the students also need to capitalize the first letter of the next sentence.
· Call on students to help you cut apart your scroll where sentences should be divided. The students may choose how they correct the sentences, they may join with a conjunction or they may add punctuation. Have the students add the needed punctuation and capital letter or the conjunction they are using on the paper.
· After students have corrected the scroll, have give students in groups the run-on 2 handout and have students correct the sentences in groups on this handout. The students should use proofreading marks to correct the paragraph. The teacher should circulate around the room while students are working.
· When all of the students have completed the activity, go over the paper as a group and correct any errors.
· For class work have students work on Houghton-Mifflin Grammar 5 WB p. 17 and then turn in to basket.
· Have students create a mind-map of the entire unit using inspiration software. Give each student the "How to Make a Mindmap" handout and go over this handout with the students. Also give each student the "Noun Mindmap Example" handout. The students shouldn't copy this example completely, but if this is their first mindmap it will help the students get an idea of what to do. Give students a "Mindmap Rubric" and go over the expectations for the students.
Do this with the students if this is their first time making a mind map. If you don’t have access to computers students may create a mind map with pencil and paper (I have added a link to free mindmapping software to this lesson - https://bubbl.us/). By making a mindmap students will see all of the connections between the material that has been covered in this unit. Have students put examples in their mindmap.
An alternative activity would be for students to create a chart with the information they have learned. Students should complete the mind map in class, it may take two days.
…Enhance retention? (homework)
· HW – begin end of chapter review Houghton-Mifflin Grammar 5 p. 51 numbers 1-27
….know my objectives?
….actively engage with the new material?
…work together on a task?
…get feedback on their performance?
What worked well and what needed improving
The scroll is a HUGE impact in this lesson and the students love it! The area that needs to the most attention from the teacher is the mindmap. The students love to mindmap, but they don't understand what a mindmap is at first. This lesson is usually at the beginning of the year so I walk through the process of the mindmap with the students so they have an understanding of what I am looking for from there.
|Run on Sentence 1 Activity||
|Run on Sentence 2 Activity||
|sentence Mind Map Rubric1 Rubric||
|lesson 7 run ons Lesson Plan||
|how to make a mindmap.docx||
|noun mindmap example.docx||