MONDAY, SEPTEMBER 25, 2017

LESSON: RUN-ON SENTENCES :

(Run-on sentences can be difficult for students to see when they are writing. This activity lets them practice looking critically at sentences to see how they can be broken down into smaller ones.)

GOALS: The student will be able to break a run-on sentence into smaller sentences.

OBJECTIVES: Correct and write their own sentences. Sentences Structure will become natural to the student.

MATERIALS: Worksheets, Dry Erase Board, and Smartboard.

ESSENTIAL QUESTION: What is a Run-On Sentence? Write the following sentence sentence fragments in corrected form using punctuation and conjunctions. on the board: Ava is very responsible she always keeps her word. Ask students to identify what is wrong with this sentence. Encourage them to discuss the fact that the sentence is made of two independent clauses with nothing connecting them. Tell students that this is an example of a run-on sentence and is grammatically incorrect. Inform them that it is important to try and avoid these run-on sentences in their own writing, for it lowers the quality of their work.

DEVELOPMENT: Three Methods of Correction Explain to students that there are three main ways to correct run-on sentences. Write the following methods on the board and explain them to students: 1.Break the run-on sentence into two sentences. 2.Add a conjunction (and possibly a comma or semicolon). 3.Add a semicolon. Explain the first method by reminding students that a run-on sentence is really just two clauses (or groups of words that can stand alone as sentences) stuck together with nothing connecting them. Tell students that one of the simplest ways to correct a run-on sentence is to break it into two separate sentences. Then tell students that the second and third methods are essentially ways to add glue to stick to the clauses together. In the second method, that glue is a conjunction. (Make sure you have gone through a lesson plan on conjunctions with students before this point.) Explain that the third method uses a semicolon to glue the clauses together. Remind students that there are rules that govern the use of the semicolon, and those rules must be followed correctly. Make sure students understand that you cannot fix a run-on sentence by simply adding a comma between the two clauses. This would create a comma splice, which is also grammatically incorrect.

Practice:

CHECKING FOR UNDERSTANDING: Check for understanding informally. Verbal response to guided practice. Also, independent practice will taken the next day and graded for comprehension.

CLOSURE: It is often easy for students to understand run-on sentences in isolation. They tend to have more trouble recognizing them when they are writing. Have students practice finding their own run on sentences by telling them how many they have in their story rather than pointing them out.

EVALUATION: Grammar test on the objective on Friday. The objective will be the sole point of the test.

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TUESDAY, SEPTEMBER 26, 2017

LESSON: PUNCTUATION (Identify hyphens, dashes, brackets, and semicolons and use them correctly.)

GOALS: Students will be able to express how and when to employ the dash, the hyphen, parenthesis, and semicolon's in sentences.

OBJECTIVES 1. A rote memorization of rules of grammar concerning the dash, the hyphen, the parenthesis, and the semicolon's. 2. To assess student retention of specified punctuation and the necessity to redress specific concepts.

MATERIALS: Smart Board, Videos, Worksheets

DEVELOPMENT: This is an ongoing lesson for grammar. Meant to reinforce prior knowledge or compliment a formalized lesson plan on grammar.

CHECKING FOR UNDERSTANDING: Completed worksheets. Corrections to be made on each sentence in class on Wednesday the 27th.

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WEDNESDAY, SEPTEMBER 27, 2017

Whole class corrections of Monday and Tuesday's worksheets.

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THURSDAY, SEPTEMBER 28, 2017

LESSON: ANALYZING PARAGRAPHS:

(Paragraph structure. Paragraph, indent, passage, topic sentence, detail sentence, transition words)

OBJECTIVES: Analyze the paragraphs of a selection from an informational text. Identify the topic sentences and main ideas of a paragraph.

MATERIALS: Paragraph Worksheet, Dry Erase Board, Overhead Projector

Introduction: Students will organize sentences so that the topic topic sentence is placed with supporting detail sentences following in a logic manner. Distribute two, short, typed selections, one with paragraph indentations and another without.

Ask students which is the easier one to read. Point out that organization and structure are important in understanding and locating the main idea and details of a paragraph.

DEVELOPMENTt: Read selection from Volcano on pp, 58-59 aloud and the class follows in their books. for each paragraph, locate the main idea and supporting details. Guide students into noticing that each paragraph presents different information but are related nonethelss.

ACCOMODATIONS: Assign special needs students to work with a partner of their choice. they are expected to complete their own assignment.

CHECKING FOR UNDERSTANDING: Observe student participation in class discussions and activity. Writing Journal Assignment "Reader's Response"

CLOSURE: Ask students to define a paragraph, and main ideas and details, listing answers on the board.

EVALUATION: "Reader's Response" answers, observation, notes.

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FRIDAY SEPT. 29, 2017

TEST: Parts of Speech, Sentence Structure, Paragraphs