Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
1st 6 Weeks
PLAN CODE:
W7.1.1
Ables
Course/subject:
English Language Arts
Grade(s):
7
Time allotted
for instruction:
2-3 class periods
Title:
Lesson TOPIC:
TAKS Objective:
FoCUS TEKS and
Student Expectation:
Supporting TEKS and
Student Expectation:
Concepts
What’s in a Sentence?
Recognizing and correcting errors in sentence construction
Objective 4
The student will recognize correct and effective sentence construction
in written text.
(7.17) Writing/grammar/usage. The student applies standard
grammar and usage to communicate clearly and effectively in
writing. The student is expected to:
(A)
write in complete sentences, varying the types such as
compound and complex sentences, and use
appropriately punctuated independent and dependent
clauses (7-8).
(7.1)
Listening/speaking/purposes. The student listens actively
and purposefully in a variety of settings. The student is
expected to:
(D)
listen to learn by taking notes, organizing, and
summarizing spoken ideas (6-8).
(7.17) Writing/grammar/usage. The student applies standard
grammar and usage to communicate clearly and effectively in
writing. The student is expected to:
(B)
use conjunctions to connect ideas meaningfully (4-8).
Processes
Enduring Understandings/Generalizations/Principles
The student will understand that
Writing is a process that includes prewriting, drafting, editing, and revising.
Proofreading
Effective writers examine their work for correct sentence structure.
Proofreading
Proofreading the writing of others can help an editor to identify ways to
improve his/her own writing.
Sentence structure
The effective use of a variety of sentence types makes writing more
interesting to the reader.
Sentence fragments
Sentence fragments can lead to confusion and misunderstanding of the
intended message.
Run-on sentences
Run-on sentences can lead to confusion and misunderstanding of the
intended message.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
Activity 1: Sentence Scramble: As students enter the classroom, the teacher will give
them each an index card that contains either an independent clause or a dependent
clause. The students must circulate through the room, reading their own clause to other
students, until they find two clauses that fit together in both form and meaning.
Students will keep the index cards to use during the guided activity. They also will work
in these partner groups during the instructional activities and the guided activity.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, modeling, discussion, reading, listening, viewing, etc.)
1.
Grading Criteria: The teacher should distribute the grading rubric (Rubric:
What’s in a Sentence?) and briefly explain how all activities will be evaluated for
a grade.
2.
Objectives: The teacher will introduce the lesson objectives and explain how the
use of complete sentences promotes clarity in writing. To illustrate this, the
teacher will have students complete Activity 2: Calling Western Union! (See
handout.) Enough time should be allowed for each partner group to read their
version of the telegram. The teacher then will lead a class discussion over any
differences in meaning that appear.
3.
Lecture/Discussion/Group Practice: The teacher will use transparencies 1-6 to
define the following concepts: simple sentence, dependent clause, sentence
fragment, coordinating conjunction, compound sentence, run-on sentence. Each
transparency contains the definition, an example with notes, and five practice
sentences to use in the group discussion. An answer sheet is provided for
teacher reference.
During the lecture, students will record notes by completing the required chart.
(See Student Lecture Notes: What’s in a Sentence?)
C.
Guided activity or strategy
Students will return to their partners from the Sentence Scramble focus activity. On a
transparency, they will write the sentence formed from their two cards, using correct
capitalization and punctuation. Each partner group will then use the overhead projector
to present the complete sentence to the class. They must explain why this is a complete
sentence and why they used the selected punctuation.
If students discover after the instructional activities that the two cards do not make a
complete sentence, they may rewrite one of the cards to create a complete sentence.
During the partner group presentation, they must explain this correction.
II.
D.
Accommodations/modifications
For students who have difficulty taking notes, an instructor’s copy of the notes is provided
(with a completed chart). The teacher could provide this copy to students, or the teacher
could delete only portions of the notes and let the student fill in the blanks.
E.
Enrichment
STUDENT PERFORMANCE
A.
Description
Activity 3: What’s in a Sentence?
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
The teacher will distribute three blank index cards to each student. On the front of one
card, students will create a sentence fragment. On the second card, students will create
a run-on sentence, and on the third card, students will create one correctly written and
punctuated compound sentence. The student will label the cards on the back.
Students will then return to their partner groups. In the groups, students will use their
index cards to question their partner. Partners will identify whether the card contains a
fragment, a run-on, or a compound sentence. Partners also will check each other’s cards
to see that they are labeled correctly.
Individually, students will then complete a table from the cards in the partner group, listing
the fragments and run-ons. At the bottom of the table, students will compose correctly
written compound sentences based on the fragments and run-ons.
At the end of the activity, the teacher will collect the tables and all index cards and will
evaluate them according to the lesson rubric.
iii.
IV.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
During the lecture/discussion/group practice, the teacher will perform an informal
assessment by questioning students orally. During the second part of activity 2, the
teacher will evaluate the partner group presentation. During activity 3, the teacher will
perform an informal assessment by circulating through groups and talking with students
to keep them focused on their activity and to provide feedback. At the conclusion of the
lesson, students will be evaluated based on all activities.
B.
Rubrics/grading criteria
Teachers will assign two grades based on this lesson. See Rubric: What’s in a
Sentence for the grading criteria.
C.
Accommodations/modifications
For students requiring shortened assignments as an accommodation, teachers should
reduce the number of original sentences to be composed for activity 3.
D.
Enrichment
For enrichment, teachers could require that the twelve original sentences composed for
activity 3 be organized into a unified paragraph.
E.
Sample discussion questions
1.
What is the difference between a simple sentence and an independent clause?
2.
What must a simple sentence contain?
3.
How are two independent clauses joined?
4.
What makes a sentence fragment a fragment?
TAKS Preparation
A.
Transition to TAKS context
In the computer lab, have students access the following web site:
http://www.glencoe.com/sec/writerschoice/scQuizzes/wccwgQuizGrade7.shtml
Students will read a passage in which some sections are underlined. The underlined
sections may be one of the following:
 Incomplete sentences
 Run-on sentences
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District


Correctly written sentences that should be combined
Correctly written sentences that do not need to be rewritten
From the choices provided, students will select the best way to write each underlined
section or will select the choice "Correct as is."
B.
Sample TAKS questions
Samples:
1. What is the BEST way to rewrite the ideas in sentence 19? (Spring 2003 release)
F Every rock that is found is logged with its location. And then examined to see
what secrets it might hold.
G Every rock that is found is logged with its location. Then it is examined to see
what secrets it might hold.
H Every rock that is found is logged with its location, or then it is examined to see
what secrets it might hold.
J Every rock that is found, logged with its location, and then examined to see what
secrets it might hold.
2. What is the BEST way to rewrite sentence 10? (Spring 2003 release)
F A few minutes later we were all gathered near the equipment it was on the field.
G A few minutes later near the equipment on the field is where we were all
gathered.
H A few minutes later we were all gathered. Near the equipment on the field.
J A few minutes later we were all gathered near the equipment on the field.
3. What revision, if any, is needed in sentence 15? (Spring 2004 release)
F It featured two characters, they were Shermy and Charlie Brown.
G It featured two characters, Shermy and Charlie Brown.
H It featured two characters, Shermy and Charlie Brown.
J No revision is needed.
Summary of questions:
1.
All questions are based on a writing passage of approximately one page in length
that is presented as a peer editing exercise. Each sentence in the passage is
numbered for reference.
2.
The following questions have been used on TAKS:
“What is the BEST way to rewrite the ideas in sentence 19?”
“What is the BEST way to rewrite sentence 10?”
“What is the BEST way to revise sentence 15?”
“What revision, if any, is needed in sentence 15?”
“What is the BEST way to combine sentence 11 and 12?”
3.
Answer choices should be formatted as follows:
 Four answer choices (alternating from A-B-C-D to F-G-H-J)
 Each answer choice 1-2 sentences
 Two-sentence answer choices should include the following:
o One complete sentence followed by a sentence fragment
o Two complete sentences (correct answer)
 One-sentence answer choices should include the following:
o One sentence with incorrect conjunction
o One sentence with comma splice (comma/conjunction/no second
subject)
o One sentence with awkward placement of prepositional phrases
o Run-on sentence (two independent clauses/without comma/without
conjunction)
o Run-on sentence (two independent clauses/with comma/without
conjunction)
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
o

One sentence written correctly, but with a structure that changes the
meaning from the passage
o One simple sentence written correctly
Some of the fourth answer choices should be “No revision is needed.”
V.
Key Vocabulary
Simple sentence, independent clause, subject, verb, dependent clause, sentence fragment,
coordinating conjunction, compound sentence, run-on sentence
VI.
Resources
A.
Textbook
BK English, Grade 7
B.
Supplementary materials
 Activity 1: Sentence Scramble index cards (templates for clauses)
 Activity 2: Calling Western Union! (handout for partner groups)
 Lecture Notes: Transparencies 1-6
 Student Lecture Notes: What’s in a Sentence? (handout to each student)
 Instructor’s Copy of Student Lecture Notes: What’s in a Sentence? (may use for
accommodations)
 Answers: Lecture Notes Transparencies
 Blank index cards
C.
Technology
1.
Harcourt Grammar Glossary
http://www.harcourtschool.com/glossary/grammar/index_word.html?grade=5&wo
rd=complex_sent4.html&grade_defined=4
(Note: Even though the glossary is designated for grade 5, it is appropriate for all
middle school grades. The glossary uses Flash animation to illustrate
definitions.)
2.
VII.
Sentence Structure Games
a.
“Sentence Sort”
http://www.harcourtschool.com/activity/sensort/index.html
(Students identify simple, compound, and complex sentences.)
b.
“Sentence or Fragment?”
http://www.quia.com/pop/13222.html (Game #1)
http://www.quia.com/pop/13224.html (Game #2)
(Students use the technique of placing “I believe that…” before a
selection to help determine if the selection is a fragment or a complete
sentence.)
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Daily review activity: With a class of 25 students, the teacher will have a collection of index
cards containing 75 fragments, run-ons, and compound sentences generated in student activity 3.
These cards may be used at the beginning of each class period as a review of this lesson. At the
beginning of class each day, the teacher may copy one index card to the board and have
students identify whether it is a fragment, a run-on, or a sentence. Fragments and run-ons may
be rewritten into complete sentences.
Next lesson in sequence:
This lesson is designed to help students recognize correctly written complete sentences,
sentence fragments and run-on sentences for the editing and revision portion of the TAKS. After
students have practiced recognizing correct sentence structure, they should apply this to their
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
own writing. An appropriate lesson to use in teaching application would be Writing Workshop:
Finding Voice through Sentence Variety.)
VIII.
Teacher Notes
A.
This lesson contains many complex concepts that may be difficult for students. This
lesson is designed to give students an overall understanding of sentence construction;
however, the teacher may find it necessary to review and to provide more practice for
each individual concept.
B.
Lecture notes transparencies could be recreated into an animated PowerPoint
presentation by cutting and pasting.
C.
An on-line pre-test is available at the following site:
http://webster.commnet.edu/sensen/part2/eight/fragments_pretest.html
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District