Run On Sentences

Subject Area: Language Arts (Writing) Grade Level: 5th Grade

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Michigan Content Standards W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens; in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. Objective TLW correct examples of run-on sentences by adding a conjunction or by making them into two sentences. TLW make 4 run-on sentences into complete sentences. TLW write an explanation of the difference between a run-on sentence and a complete sentence. Anticipatory Set TTW begin by reading an example of her own run-on sentence and putting the example up for the class to see. TTW ask students what they notice about what she read. TSW explain how to fix a run-on sentence. TTW will read the run-on sentence example with and placed in multiple times within the sentence to show that this is not enough to fix the sentence. TSW define what a full sentence requires. Input A. Task Analysis a. The learner needs to know how to identify/ define a run-on sentence. b. The learner needs to know what a complete sentence looks like. c. The learner needs to know how to fix a run-on sentence. d. Procedure i. Anticipatory Set 1. TTW have her example of a run-on sentence hanging on the small writers workshop whiteboard at the beginning of the lesson 2. TTW tell the students in her own writers notebook, she has been writing about her best friend Kelci 3. TTW ask the students to listen as she reads an example from her writing 4. TTW tell the students to think about what they notice while she is reading 5. TTW read the example of her own run-on sentence

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6. TTW ask the students what they noticed 7. TSW may say there is only one period, there is only one capital letter at the beginning of the first word, and it is a run-on sentence 8. TTW ask the students how to fix a run-on sentence 9. If the students suggest adding and, the teacher will read her run-on sentence example with and placed in it 10. TSW define what a full sentence requires (a subject and a verb) 11. TTW write the definition on the whiteboard ii. TTW ask for a volunteer to read the sentence and stop where they would take a natural breath iii. TTW make a line in between the two words the student stops between iv. TTW continue to ask for student volunteers until they have gotten through the whole sentence v. TTW read through the sentence with the new breaks and ask the students if they agree that these are where one sentence should stop and a new should begin vi. When the students and the teacher agrees, the teacher will teach the students the hand movements. vii. The students will make a large T with their arms to symbolize a capital letter and punch forward in the air to symbolize a period viii. TSW stand up and read through the sentences as a class, taking a breath at every break, and using the T and air punch for capital letters and periods ix. TSW sit down x. TTW pass out the run-on sentences worksheet xi. TTW model by fixing the example as a class xii. TSW independently complete the worksheet xiii. TTW walk around and check for understanding xiv. Closure B. Learning Styles a. Multiple Intelligences i. Visual: TSW look at an example of a run-on sentence in order to identify it as a run-on sentence. ii. Kinesthetic: TSW read through the teachers example of a run-on sentence with the class taking breathes and using the capital letter and period hand movements. iii. Auditory: TSW listen to the teacher read an example of her own writing in order to identify that she is using run-on sentences. b. Remedial i. If the student is struggling, TSW make 3 run-on sentences into complete sentences. c. Extension

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i. After completing the run-on sentences worksheet, TSW continue a previous seed in their notebook and write complete sentences instead of run-on sentences. C. Methods/Materials a. Methods i. Visual Aids ii. Read-Aloud iii. Body Involved iv. Discussion b. Materials i. Run-on sentence example ii. Run-on sentence with and example iii. Teachers notebook iv. Worksheet v. Board vi. Students notebooks Modeling a. TTW model by fixing the run-on example as a class. b. TSW read part of the sentence until they take a natural breath. c. TTW make a line where the breath took place, indicating where the sentence should be. Checking for Understanding a. TSW stand up and read the new complete sentences as a class, breathing and using the capital letter and period hand motions. b. TTW ask if there are any questions about the difference between a run-on sentence and a complete sentence. Guided Practice a. TSW work as a class with the teacher to change to first run-on sentence on the worksheet into one complete sentence and two complete sentences. Independent Practice a. TSW independently change 5 run-on sentences into complete sentences. b. TTW will walk around the room and check for understanding and questions. Closure a. TTW ask the class to give the definition of a complete sentence. TTW ask the class for a way to fix a run-on sentence. TTW tell the students that when they are writing in their Writers Notebooks, they should think about writing complete and not run-on sentences. Assessment a. Students will be evaluated on their accuracy of turning 5run-on sentences into complete sentences. b. Students will be evaluated on their ability to write an explanation of the difference between a run-on sentence and a complete sentence. Resources a. Lisa Czypera, Pine Island Elementary School, Comstock Park Public Schools b. http://www.learnnc.org/lp/pages/3742 Reflection