Stop That Run-On

12/10/03

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Stop That Run-On

 

1.  Focus

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The teacher will begin by reviewing how to combine sentences.  Next, the teacher will review homework the students had on combining related sentences.  The teacher will then introduce the new lesson:  identifying run-on sentences and rewriting run-on sentences correctly.

2.  Objectives

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The learner will identify run-on sentences.

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The learner will rewrite run-on sentences correctly.

3.  Benchmarks

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ELA-3-E2, ELA-3-E3, ELA-3-E4, ELA-4-E1, ELA-4-E2

4.  Objective Rationale

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This lesson will show the students two different ways to correct run-on sentences.  This lesson will also prepare the students for identifying and correctly run-on sentences on the LEAP exam.

5.  Presentation

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Explanation

  1. The teacher will ask a student for help with unrolling a long, run-on sentence.  The teacher will read the sentence aloud with no breaths or pauses.  She will ask the students what is wrong with the sentence.  She will identify why the sentence is a run-on.

  2. Next, she will ask for student volunteers to reread the run-on sentence, stopping where they think the first sentence should end.  Then she will cut the model sentence apart at the stops.  She will continue with the remaining parts of the sentence.

  3. She will tell the students that capital letters and periods are used to show readers where a sentence ends and the next sentence begins.

  4. She will ask the students where they should insert the periods and capitalize the letters.  She will then reread the model sentence.  She will ask the students if the periods and capital letters make it easier for them to read the sentence.

  5. She will then discuss the definition of a run-on sentence and explain that run-on sentences can be corrected two different ways.

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Modeling

  1. The teacher demonstrates how to identify run-on sentences by showing the students a long, run-on sentence.

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Checking for knowledge and comprehension

  1. The teacher will informally assess the students by checking to see if they rewrote the run-on sentences correctly.

6.  Monitoring/Adjusting and Feedback

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The teacher will observe learner behavior during instruction and use additional teaching strategies when necessary.

7.  Guided Practice

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The teacher hands out copies of a run-on sentence rolled up.  The students will work in small groups to cut the sentence apart and edit for correctness.  She will remind the students to add capital letters and periods to show where one sentence ends and the next sentence begins.

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The teacher will have the students read aloud their revised sentences to the class.

8.  Reteach

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If some students still do not understand how to identify and correct run-on sentences, the teacher will explain again the two different ways run-on sentences can be corrected and how to identify a run-on sentence.

9.  Independent Practice

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The teacher will have the students read aloud their corrected sentences to their partners to check that periods and capital letters are in the correct places.

10.  Enrichment

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The students will complete the "Written Practice" in the textbooks.  The students will identify run-on sentences and then rewrite the run-on sentences two different ways.

11.  Closure

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The teacher will review her objectives with her students.  She will ask the students how to identify run-on sentences.  She will also ask students to explain how run-on sentences can be corrected.

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This site was last updated 12/10/03