Sentence Fragments, Run-Ons, and Inferencing - St. Edwards ...
Sentence Fragments, Run-Ons, and Inferencing - St. Edwards ...
Sentence Fragments, Run-Ons, and Inferencing - St. Edwards ...
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<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High SchoolWhole Group Instruction; Whole Class Guided Practice;Independent Practice; Formal Assessment (Ms. Kesling)TEKS/<strong>St</strong><strong>and</strong>ards:Homework: None110.33(13) Writing/Writing Process. <strong>St</strong>udents use elements of the writingprocess (revising <strong>and</strong> editing) to compose text. <strong>St</strong>udents are expectedto: (C) revise to clarify meaning <strong>and</strong> achieve logical organization byrearranging the words by adding transitional words; <strong>and</strong> (D) edit forgrammar, mechanics, <strong>and</strong> spelling.<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s(, <strong>and</strong>Inferences*)*(The “Inferences” portion ofclass will be covered by Ms.Kesling)Objective(s):*<strong>St</strong>udents will identify errors insentence structure (fragments<strong>and</strong> run-on sentences) <strong>and</strong> makenecessary corrections.*<strong>St</strong>udents will rewrite sentencesfor correct grammar usage.Materials: Teacher’s:Overhead, Review/Warm-UpPowerPoint Transparencies,Whiteboard, Markers,“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-on<strong>Sentence</strong>s” Worksheet,Dividers, <strong>and</strong> Timer;“A Spring Rain” Packet(Kesling)<strong>St</strong>udents’:Paper <strong>and</strong> Pen/Pencil, <strong>and</strong>Personal Book (if necessary)Total Time: 25 of 90 minutesActivity & Time <strong>St</strong>udent Procedures TeacherProceduresI. WARM-UP/Anticipatory SetSubject/Predicate,<strong>Fragments</strong>, <strong>and</strong> <strong>Run</strong>-On<strong>Sentence</strong>s Reviewpedagogical purpose:Whole Group Instruction/Whole Class Guided PracticeObjective(s):*<strong>St</strong>udents will review theelements of a complete sentence.*<strong>St</strong>udents will practice identifying<strong>and</strong> correcting sentencefragments <strong>and</strong> run-ons.*<strong>St</strong>udents will examine <strong>and</strong> listen*The teacher willdraw students’attention to theoverhead.*The teacher willexplain tostudents thatthey will be
<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High School10 minutesTeacher Materials:Overhead, Whiteboard,Review/Warm-UpPowerPoint Transparencies,<strong>and</strong> Markers<strong>St</strong>udent Materials:Pen/Pencil <strong>and</strong> Paper(Optional)to the teacher read from the “Allsentences have a SUBJECT <strong>and</strong>a PREDICATE . . .” reviewtransparency, asking questions asneeded by raising their h<strong>and</strong> <strong>and</strong>answering questions when calledto answer.*<strong>St</strong>udents will listen to teacher’sdirections for the Warm-Upactivity.*<strong>St</strong>udents will look at thetransparency projected on theoverhead. They will identifyfragment/run-on sentence errors.*When called on, students willwalk up to the board, pick up amarker, <strong>and</strong> correct the sentenceso that it makes grammaticalsense. <strong>St</strong>udents might be askedto explain their corrections.reviewingsentencefragments <strong>and</strong>run-on sentencestoday <strong>and</strong> that forthe warm-up, asa whole class,they will identifyerrors in samplesentences.*Beforebeginning thewarm-up, theteacher willproject (Lightswill be off <strong>and</strong>introductorytransparency willhave alreadybeen projectedbefore classbegan) the “Allsentences havea SUBJECT <strong>and</strong>a PREDICATE . ..” reviewPowerPointtransparency.*The teacher willread from thetransparency,formativelyassessingstudents bycalling onindividualstudents <strong>and</strong>asking themquestions like“What is asubject?” <strong>and</strong>“What is apredicate?”.*The teacher willpull up theoverhead,
<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High Schoolleaving an emptywhiteboardbehind for thestudents to writeon it withmarkers whilethetransparenciesare projected.The teacher willproject the “Irvinasked . . .”transparency <strong>and</strong>explain that thewarm up activitywill be wholeclass guidedpractice.*The teacher willinstruct studentsto examine theprojected slide<strong>and</strong> changefragments intocompletesentences withsubjects <strong>and</strong>predicates;furthermore, theteacher willinstruct studentseither to changea run-onsentence into twoseparatesentences byinsertingnecessarypunctuation or asingle sentenceby inserting aconjunctionwhere it isappropriate.*The teacher willgive the students
<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High Schoola few seconds tolook over theslide beforecalling on astudent toanswer on thewhiteboard.*When givingdirections, theteacher willsuggest thatstudents edit thesentences usinga sheet of paper<strong>and</strong> a pen/pencilto help themvisualize thegrammaticallycorrect version ofthe sentence.*The teacher willexplain thecorrect answer(revision) <strong>and</strong>alternate ways torevisefragments/runonsif studentsdo not offer themaloud.*The teacher willerase students’answers from theprevioustransparency <strong>and</strong>repeat this warmupactivityprocess with the“‘Playedbasketball . . .’<strong>and</strong> ‘Soap is aninteresting . . .’”transparencies.*The teacher willturn off theprojector, <strong>and</strong>
<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High Schoolturn the lightsback on.II. LESSON/ACTIVITIES1 st Activity“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-on<strong>Sentence</strong>s” Worksheetpedagogical purpose:Independent Practice*Note: This assignment willbe graded based on theirunderst<strong>and</strong>ing/proficiency ofthe worksheet; all questionsshould be answered.<strong>St</strong>udents will be penalized foranswering questionsincorrectly. Each questionwill be worth about 12 points.This will count as a dailygrade.15 minutesTeacher Materials:“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-on<strong>Sentence</strong>s” Worksheet <strong>and</strong>Timer<strong>St</strong>udent Material:“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-on<strong>Sentence</strong>s” Worksheet,Divider, Pen/Pencil, <strong>and</strong>Personal Book (if necessary)2 nd Activity<strong>Inferencing</strong> AssessmentObjective(s):<strong>St</strong>udents will review fragments<strong>and</strong> run-on sentences rules bycompleting their “<strong>Fragments</strong> <strong>and</strong><strong>Run</strong>-on <strong>Sentence</strong>s” worksheetindependently.*<strong>St</strong>udents will place their dividersup on their desk.*<strong>St</strong>udents will receive “<strong>Fragments</strong><strong>and</strong> <strong>Run</strong>-On <strong>Sentence</strong>s”worksheet from teacher.* <strong>St</strong>udents will silently work tocomplete the “<strong>Fragments</strong> <strong>and</strong><strong>Run</strong>-On <strong>Sentence</strong>s” worksheet.*When students complete their“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-On<strong>Sentence</strong>s” worksheet, they willraise their h<strong>and</strong> to indicate theyhave finished the assignment <strong>and</strong>will wait patiently for the teacherto pick up their worksheet.*Upon turning in their worksheet,students will proceed to completethe next assignment (announced<strong>and</strong> issued by Ms. Kesling).*If no assignment is announced,students will proceed to readsilently or work an assignment foranother class.<strong>St</strong>udents will complete “A SpringRain” independently (<strong>and</strong> silently)for a test grade.*The teacher willinstruct studentsthat they will becompleting aworksheetindependently<strong>and</strong> quietlybecause it will beturned in for adaily grade (SeeNote in firstcolumn of thisactivity for moredetails aboutgrading).*The teacher willdirect students toplace theirdividers(normally undertheir desks) ontop of their desk.*The teacher willh<strong>and</strong> out“<strong>Fragments</strong> <strong>and</strong><strong>Run</strong>-on<strong>Sentence</strong>s”worksheet.*The teacher willmove around theroom, monitoringprogress <strong>and</strong>answeringquestions (ifappropriate).*The teacher willpick up students’worksheet uponcompletion.Ms. Kesling willbe teaching thissection of theclass.
<strong>Sentence</strong> <strong>Fragments</strong>, <strong>Run</strong>-On <strong>Sentence</strong>s, <strong>and</strong> <strong>Inferencing</strong>Subject: English 3 Grade level: 11 Teacher: Joshua TorresDate: 1/28-1/29 Coop. Teacher: Christine Kesling Campus: Akins High Schoolpedagogical purpose:Formal Assessment25 minutesTeacher Materials:“A Spring Rain” Packet<strong>St</strong>udent Materials:Pen/PencilShe will explainthe gradingbehind this task.3 rd ActivityCompleting OEQ Essayspedagogical purpose:Independent Practice40 minutesTeacher Materials:None<strong>St</strong>udent Materials:Paper (from previous class)<strong>and</strong> Pen/Pencil<strong>St</strong>udents will complete their essayfrom the previous class.Ms. Kesling willbe teaching thissection of theclass.I will be walkingaround the room,monitoringprogress <strong>and</strong>answeringstudents’questions asneeded.ILL/504/SpEd accommodations: <strong>St</strong>udents will have aids in the classroom to help themparticipate in class. Some students may require extra time to complete worksheets, or mightneed to be separated from classmates in order to have more space to concentrate <strong>and</strong> beproductive.Assessment: <strong>St</strong>udents will be formally assessed based on their underst<strong>and</strong>ing/proficiency of the“<strong>Fragments</strong> <strong>and</strong> <strong>Run</strong>-on <strong>Sentence</strong>s” <strong>and</strong> “A Spring Rain” worksheets. The former will be a dailygrade, <strong>and</strong> the latter will be a test grade. Essays will be graded holistically in accordance toTAKS st<strong>and</strong>ards (Score range: 0-3). [Professor Nancarrow, if you would like me to send you acopy of this holistic rubric, please let me know <strong>and</strong> I can e-mail you a copy].
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