Download Lesson plan 133 - Texarkana Independent School District

Robin A. Welsh
English III Enriched Lesson Plan
TEKS Lesson Plan
Texarkana Independent School District
Teacher: Robin Welsh
Grade: Grade 11
T.I.S.D
Subject/Course: English III Enriched
Time Frame: 45 minutes
Lesson Plan Number: 133
Topic/Process: Run-on Sentences
Textbook: Glencoe Writer’s Choice: Grammar and Composition, Grade 11
Texas Essential Knowledge and Skills (TEKS):
(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and
mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The
student is expected to:
(A) produce legible work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives
in their various functions;
(D) produce error-free writing in the final draft; and
(E) use a manual of style such as Modern Language Association (MLA), American Psychological
Association (APA), and The Chicago Manual of Style (CMS).
(4) Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics, and clarify ideas;
(B) use writing to discover, organize, and support what is known and what needs to be learned
about a topic;
(C) compile information from primary and secondary sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as graphics, conceptual maps, and learning
logs;
(E) use writing as a study tool to clarify and remember information;
(F) compile written ideas and representations into reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content; and
(B) respond productively to peer review of his/her own work.
(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes. The
student is expected to:
(A) demonstrate proficiency in each aspect of the listening process such as focusing attention,
interpreting, and responding;
(B) use effective strategies for listening such as prepares for listening, identifies the types of
listening, and adopts appropriate strategies;
(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;
(D) use effective strategies to evaluate his/her own listening such as asking questions for
clarification, comparing and contrasting interpretations with others, and researching points of
interest or contention.
(15) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes. The
student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language effectively to meet the needs of purpose,
audience, occasion, and task;
(C) communicate effectively in conversations and group discussions while problem solving, and
planning;
(D) use effective verbal and nonverbal strategies in presenting oral messages;
(E) ask clear questions for a variety of purposes and respond appropriately to the questions of
others; and
(F) make relevant contributions in conversations and discussions.
TAKS:
Concepts:
Enduring Understandings/Generalizations/Principles
The student will understand :
Sentence Structure
To avoid or correct run on sentences in writing
Sequence of Activities (Instructional Strategies):
1. Journal focus: Correct the following run-on sentences:
a. I called Harry, he is my best friend.
b. Mountains surrounded the lake it has the best fishing in the region.
Ask students to explain what was confusing about the sentences and to explain their answers.
2. Lecture: Tell students that there are three basic kinds of run-on sentences:
a. The comma splice which occurs when two independent clauses are joined incorrectly by a comma. To
correct a comma splice, a writer may add a coordinating conjunction, an end mark of punctuation, or replace
the comma with a semi colon.
b.
Another kind of run-on occurs when there is no punctuation between the two independent clauses at all.
This can be corrected in the same way as comma spice.
c. Yet another run-on sentence is one where there is no comma before the coordinating conjunction which
joins two independent clauses. This error is corrected by simply adding a comma.
3. Class discussion: Have students examine pages 386-386 and discuss the three types of run-on sentences and
ways they are corrected. Ask them which type of run-on error they commonly make and why they do.
4. Practice: Pairs of students complete Exercise 22 and Exercise 23, page 554 in the textbook. Share and discuss
types of errors
Assessment of Activities:
1.
2.
Journal response
Class discussion
3.
4.
Class observation
Grammar Exercises
Prerequisite Skills:
1.
2.
3.
Knowledge of independent and subordinate clauses
Comma usage
Coordinating conjunction usage
Key Vocabulary:
1.
Materials/Resources Needed:
1.
Textbooks
Modifications:
1.
Allow students to work together to complete exercises.
Differentiated Instruction:
1.
Sample Questions:
1.
Teacher Notes:
1.
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.