Run-ons and Fragments

Date: 10/4/2013

Lesson: Run-on sentences and fragments

Essential Question: How can you identify a sentence fragment and a sentence run-on, and what are the different ways you can fix them?

Activating Strategy:

1.       Create a foldable

a.       Pass out construction paper

b.      Pass out markers/pens

c.       Pass out English books

d.      Pass out scissors

e.      Show the final result so students know what he/she is creating

2.       Fold construction paper “hotdog” style

a.       Hold up piece of construction paper

b.      Model how to fold paper

c.       Walk around/have students hold up paper to ensure that they are following along

3.       Cut the left side of the “hotdog” into three equal squares

a.       Model this for the students

b.      Have students hold up when finished

c.       Make sure that all students are up to speed

4.       On the outside of the foldable write Fragment, Run-on, and Corrections

5.       Open English book to page 62

6.       Read aloud each bullet point with the class

a.       Call on someone to read each bullet

b.      When the class gets to an incorrect vs. correct version put up on the board and explain for the students

7.       Have students fill out foldable

a.       Definition on the inside left side for fragment and run on

                                                               i.      Fragment: missing one or both of the sentence parts: a predicate or a subject

1.       What is a predicate?

2.       What is a subject?

3.       Identify the predicate and subject in the example in the book.

                                                             ii.      Run-on: two or more sentences that are run together with commas or without any punctuation

b.      Example of each on right side of foldable

c.       On corrections flap, students will write how to fix a fragment on the left and how to fix a run-on on the right

Teaching Strategy:

8.       Students will be called on to do the “Speak Up” Section from the textbook on page 63

a.       This will be random

b.      Students call pass or “phone a friend” when they are unsure

c.       Will work on 1-12

9.       Pull up “twitter” statuses on the projector

a.       Pass out lined paper

b.      Students will have to identify and rewrite the tweet to be a complete sentence

                                                               i.      Must state whether the tweet was a run on or fragment

c.       During, walk around to ensure that students are staying on task

d.      Students may work with a partner

10.   Show students a one minute clip

a.       Stop after 1 minute

b.      Jimmy Fallon “hashtag”

Summarizing Strategy:

11.   Students will work individually on fragments and run-on worksheet

a.       This will be used to see if students understood the lesson

12.   Ask EQ.

13.   Tell students to put away foldable since they will be useful for peer editing in the future