Name

Semester
Lesson Information
This lesson is the
Lesson title
Lesson description,
including goal(s),
concepts and skills
Lesson length
Grade level and
course
Source of lesson plan
and how I modified it

Class

1st

lesson in a series of

Run-On Sentence and Comma Splice Repair

This lesson will serve as a review / easy reminder for students when they are revising their
own writing. Students will be given an excessively long run-on sentence, and they will work
as teams to repair them. Each original sentence will be around 100 words, and the
students will use their knowledge of clauses, commas, and conjunctions to appropriately
edit it.
25 minutes
9th Grade
This lesson plan was inspired by the ideas of The Relentlessly Fun, Deceptively Educational
blog at http://deceptivelyeducational.blogspot.com/2013/03/run-on-repair-grammaractivity.html . Ive modified the activity so that it is appropriately challenging for high
school students.

Lesson plan summary

Prior knowledge needed
for success
How I will address
students who do not have
this prior knowledge
*Pre-test and post-test
formats (use the same
format for both tests)
Specify unit or lesson.
Targeted learning styles/
intelligences

Understanding of independent and dependent clauses

Comma and semicolon rules
We will review the definitions of independent and dependent clauses. We will also
discuss the rules involving clauses, commas, and conjunctions.
Unit pre-test: Grammar crash-test worksheet
Unit post-test: Grammar Olympics worksheet
Linguistic
Visual/Spatial
Interpresonal

Accommodations/Modifica
tions __X___IEPs will be followed.
*You may have a unit pre-test and post-test only. Please indicate if the pre-test and post-test are for the lesson or the
unit. Formats should be the same. (You do not want to have a multiple choice pre-test and an essay post-test.)

Lesson plan details

Bell ringer (2 min. activity related to lesson content)
OR Opening Activity Quote Quick Write: Get the brain warmed up, start by getting their mind on
writing
Learning
Objective in
Estima
terms of what
ted
students will do
time
(using Blooms
Lesson Activities (step by step
for
taxonomy verbs &
activities student will complete in
each
PASS Objective
ABCD
the classroom) Materials needed for activity
Number and text
format)
those activities.
Assessments
Standard 2. 3. c.
Students will work
Students will be asked to define
5
Will visually
Correct run-on
in groups to
independent and dependent
minute assess the
sentences.
correctly revise
clauses. If students cannot define
s
students as
three sentences* to them, they will be given an
they work
demonstrate their
explanation. I will briefly review the
together
understanding of
importance of clauses within
clauses,
sentences for the class, as well as
Will check that
punctuation, and
how to properly punctuate them.
the students
run-on sentences.
have correctly
punctuated
*The original three
their sentences
sentences will be
before
divided into even
teaching it to
more sentences by
the class
the end of the
assignment.
Standard 2. 3. e.
Students will be asked to define
5
Correct comma
run-on sentences. We, as a class,
minute

splices.
Standard 2. 3. f.
Differentiate
between
dependent/indepe
ndent and
restrictive/nonrestr
ictive
(essential/nonesse
ntial) clauses.

will discuss why they are not ideal

in writing.
Students will be divided into groups
of three. Each group will receive
three rolls of receipt paper. Each
roll will have a (very) long run-on
sentence written on it. They will
also be color-coded to indicate
Sentence 1, Sentence 2, and
Sentence 3. (The rolls will have
been created by myself)
Directions: No group may unravel
their roll until they are instructed to
do so. On the count of three, each
group will unravel one roll at a time,
starting with Sentence 1.
Whichever group correctly
punctuates their sentence (with
commas, periods, etc.) and brings it
up to the front first wins the round!
Note: once they bring their roll up
to the front of the room, it must be
graded by me.
Once the revised sentence has
been deemed correct, the group
must explain their corrections to
the class, using the terminology we
discussed. They will also write the
correct versions of the sentences
on the board.
There will be a total of three
rounds, one for each sentence.
Candy will be awarded to each
group that wins a round.

s
20
minute
s

Closing Activity - Students will be asked to record their sentences in their notebooks for future
reference.

Data and reflection (Suggested for use after lesson plan is presented in a
classroom)
Data
Pre-test
Informal
assessments
Formal assessments
Post-test
Reflection
How I will change
the lesson

Results

What did it tell you?