Date of Lesson:
Major Content: Language Arts
Unit Title: Run On Sentences
Subject: Language Arts
Grade Level: 6
Number of Students: 24
Lesson Plan Three
Lesson Goal: The students will develop an understanding of run on sentences and how to correct
them.
Objectives: (Objectives can be measured.)
1. TSW identify a run on sentence.
2. TSW break a run on sentence into smaller complete sentences.
3. TSW correct run on sentences using conjunctions and punctuations.
Supporting Standards
A. Common Core Standards for Language Arts
 CC L.6.1 - Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
B. Language Arts Standards:
 GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar
and
mechanics (punctuation, capitalization, and spelling).
 0601.1.6 Correct run-on sentences (e.g., use punctuation, conjunctions, or other
means to separate the elements of a run-on) and sentence fragments (i.e., supply the
missing sentence elements).
 SPI 0601.1.8 Select the most appropriate method to correct a run-on sentence (i.e.,
conjunctions, semicolons, and periods to join or separate elements).
Required Prior Knowledge/Skills:
Students need to know that a complete sentence is made up of a subject, a predicate, and a
complete thought. Students should also be aware of conjunctions and their uses.
Bloom’s Taxonomy –
Level 4 Analysis: Students analyze run on sentences and then make corrections.
Multiple Intelligences –
Interpersonal: Students work in groups
Linguistic: Students construct sentences
Differentiated Instruction How will you differentiate instruction for students who are more advanced in their skill level?
Instead of providing 2 sets of run on sentences, students will only be provided with one set.
Students will correct those sentences, but they will also be required to come up with new
sentences with the use of clauses they construct themselves.
How will you differentiate instruction for students who do not indicate that they understand the
material in this lesson?
Students who struggle understanding the material will be provided with a separate set of run on
sentences that are simpler to correct.
Materials: 2 sets of run on sentences - one set written on sentence strips and one set written on
index cards
Time: The set will take approximately 5-7 minutes. The initial explanation of run ons that is
illustrated by writing a sentence on the board will take approximately 5-7 minutes. TTW write
more sentences on the board and engage the class in discussion to help illustrate run ons and
their resolutions: approximately 15-20 minutes. TTW writes a few more sentences on the board
but removes scaffolding and monitors the class as they correct the mistakes: approximately 1520 minutes. The group work with the run on sentence sets will take approximately 15-20
minutes. Closure will take approximately 5 minutes. Total time is approximately 70 minutes.
PROCEDURES: Begin the lesson…
Set:
Attention Getter: When class begins, TTW address the class using only run on sentences for the
first few minutes or until students begin to ask why the teacher is speaking in that manner. TTW
proceed to inform the class that he was speaking in run on sentences. Although run on sentences
are more noticeable in writing than in spoken language, the students will be engaged.
REMEMBER
 Write down questions to plan to ask your students before the lesson.
 How will the teacher check for understanding? – You may want to do some quick
assessments. For example, put your hand on your head when you hear me read
the ending of the story.
 Always have a student or two repeat your directions. This is a good way to check
for understanding.
1. TTW write a run on sentence on the board.
2. TTW will ask the class what is wrong the sentence.
3. After a few students give their responses, TTW then give an explanation.
First Step of the Tennessee Instructional Model
4. TTW write a few more run on sentences on the board.
5. TTW asks the class to point out mistakes in the sentences.
6. TTW asks the students how to fix the sentences.
7. TTW use the student’s responses to fix the sentences.
Second Step of the Tennessee Instructional Model
8. TTW write a few more run on sentences on the board.
9. TTW ask for volunteers to go to the board and fix the sentences.
10. TSW help each other during the activity while the teacher monitors them.
11. Once the sentences are completed, TTW review each sentence providing instruction
where it is needed.
Third Step of the Tennessee Instructional Model
12. TTW separate the class into groups of three.
13. TTW give each group a run-on sentence set. Have them cut the sentence strips into
sections to make them easier to work with. Explain that they have to break the sentence
into smaller sentences. They can break the sentence up and take away connecting words,
but they cannot change the order of the words. After each group is finished, have them
share their sentences with the class. (They can use the index card to help them remember
the original order of the sentence.)
14. TTW encourage the students to choose how they want the sentence to be broken up if
there is more than one correct way to do so.
CLOSURE
TTW restate the objective of the lesson. TTW then ask the class to describe what a run on
sentence is and the different ways they can be corrected.
ASSESSMENT
Objective 1: TSW identify a run on sentence.
Matching Assessment: TTW informally assess students during grand conversation and will
keep track of student progress with the aid of a checklist.
Objective 2: TSW break a run on sentence into smaller complete sentences.
Matching Assessment: TTW informally assess students during grand conversation and will
keep track of student progress with the aid of a checklist.
Objective 3: TSW correct run on sentences using conjunctions and punctuations.
Matching Assessment: TTW informally assess students during grand conversation and will
keep track of student progress with the aid of a checklist.
Include Assessments and/or assessment tools
http://www.teachervision.fen.com/tv/printables/087628909X_101.pdf
Supplemental Activities:
Students can trade sets of run on sentences to create new run on sentences.
Sources:
http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/68runon.html
Mini Unit description and reflection:
As I was speaking to Mr. Mysinger, my mentor teacher, it was brought to my attention
that sixth graders have a difficult time correcting run on sentences. Because of this revelation, I
decided to prepare a mini unit that would help students develop a better understanding of writing
proper sentences. My mini unit focuses on three concepts that tend to overlap: conjunctions,
independent and dependent clauses, and run on sentences. I actually tend to believe having 3
lessons that overlap is extremely beneficial to students. While each lesson focuses on a new
concept, those other important concepts are being reinforced throughout the mini unit.
Lesson number 1 focuses on conjunctions. I chose to start with this lesson because
conjunctions are vital to lesson 2 and lesson 3. My intentions are to have a class full of students
that are extremely comfortable with conjunctions by the end of the mini unit. Lesson 2 focuses
on independent and dependent clauses. An important concept that is brought out in this lesson is
a complete sentence is one with a complete thought. While independent clauses are simple
sentences, dependent clauses cannot stand alone because they begin with a subordinate
conjunction. Understanding the proper implementation of independent and dependent clauses
will greatly increase students’ chances of writing sentences that are not run ons. Lesson 3 focuses
its attention on run on sentences. I chose to finish with this lesson because information from
lesson 1 and lesson 2 will be useful in lesson 3. By the end of these three lessons, students should
be able to recognize a run on sentence with little effort.
The types of assessments I used do not vary much. I used rubrics, checklists, a KWL
chart, and informally assessed students during discussions and group activities. Perhaps the most
used and most helpful of the forms of assessment is the checklist. I like the checklist because I
can quickly take notes during activities. I also like how every student can be accessed on the
same checklist, which is helpful for organization. I can easily keep track of student progression
using the checklist and can use them as a tool to inform instruction in the future. The rubrics are
beneficial for activities. They not only provide me with an organized way to assess student work,
but they also provide students with guidelines they can refer to throughout the activity. I
informally evaluate students constantly by simply monitoring student responses and
participation. Many of the activities I chose require group work and work on the board, so I am
constantly presented with opportunities to assess students. After completion of the unit, I will
instruct the class to review and revise the papers they wrote at the beginning of the unit. I will
know if the students need more work or if they understand the material based on the quality of
their sentences in the paper.