Lesson plan - Study Island



|Reading Lesson: Punctuation |Grade Level: 7 |

|Lesson Summary: Students will understand that using correct punctuation makes their writing easier to understand. Then students will identify the rules for |

|punctuation and use those rules to correct punctuation errors as well as use correct punctuation to avoid fragments and run-on sentences. Advanced learners will |

|write an email to a friend and have a partner correct it. The teacher will review comma usage with struggling learners. |

|Lesson Objectives: |

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|The students will know… |

|that using correct punctuation makes their writing easy to understand. |

|that phrases and clauses should be punctuated correctly. |

|that declarative, interrogative, exclamatory, and imperative sentences have different end punctuation. |

|that using correct punctuation helps writers avoid run-ons and fragments. |

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|The students will be able to… |

|punctuate sentences with correct end punctuation. |

|punctuate phrases and clauses correctly. |

|identify errors in punctuation. |

|avoid fragments and run-ons by using correct punctuation. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Display the following paragraph with punctuation errors: |

|Juan and Robert frowned, and stopped their bikes. The bike path was filthy Because there was so much trash the boys couldn’t not ride on the sidewalk The boys. |

|looked at each other with dismay. What happened here After a few minutes of silence the boys started talking They needed a plan |

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|Challenge students to identify as many errors as they can in one minute. |

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|Have students point out any errors they found. |

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|Note students who did not identify any errors. |

|Whole-Class Instruction |

|Materials Needed pens, pencils, and paper |

|Procedure: |

|Presentation |

|Explain that using correct punctuation helps writers make their message clear. Ask students if the paragraph in the Pre-Assessment was easy or difficult to |

|understand. |

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|Tell students that using correct punctuation helps writers avoid fragments and run-ons. |

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|Display the following fragment and run-on and explain how to correct the sentences. While waiting during the thunderstorm. (F/While waiting during the |

|thunderstorm, we played a game.) Clara wanted to go to the party she had a soccer game at the same time. (R/Clara wanted to go to the party, but she had a soccer |

|game at the same time.) |

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|Display sentences without punctuation and explain the correct end punctuation for different types of sentences. This is the best birthday present ever (!) The |

|science fair is next week (.) Please close the door (.) Where should we eat dinner tonight (?) |

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|Explain punctuation rules for clauses and display examples. |

|Join two independent clauses—Use a coordinating conjunction (e.g. and, but, so, or) and a comma or a semicolon. We hiked up the mountain trail, and we had a picnic|

|by the river. |

|Join a dependent clause and an independent clause—A comma comes after a dependent clause if it comes before an independent clause. If the dependent clause comes |

|after the independent clause, no comma is needed. Even though the team practiced every day, they lost the championship game. |

|Two dependent clauses—When two dependent clauses are combined, no comma is needed. To finish the race in ten minutes will be easy for Paj. |

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|Explain punctuation rules for phrases: |

|Use a comma after prepositional phrases of more than three words at the beginning of a sentence. |

|Use a comma after a participial phrase that tells something about the subject. |

|Use a comma to set off nonessential information in a sentence. |

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|Guided Practice |

|Display the following paragraph with missing and incorrect punctuation. |

|While studying for her test. Eliza heard a strange noise. What was that noise. She walked over to the window and moved the curtain. She couldn’t believe it Her |

|little brother was covered in mud and he was chasing their dog around the yard. Even though her brother was having a difficult time she couldn’t help but laugh. |

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|As a class, identify and correct the errors. |

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|Independent Practice |

|Display the same paragraph from the Pre-Assessment and ask students to correct all of the punctuation errors. |

|(Juan and Robert frowned and stopped their bikes. The bike path was filthy. Because there was so much trash, the boys couldn’t ride on the sidewalk. The boys |

|looked at each other with dismay. What happened here? After a few minutes of silence, the boys started talking. They needed a plan.) |

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|Closing Activity |

|Ask each student to explain one of the punctuation rules they feel they need to practice more. |

|Advanced Learner |

|Materials Needed: pens, pencils, and paper |

|Procedure: |

|Ask students to write an email message to a friend about the upcoming weekend’s activities. |

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|Have students trade papers with a partner and edit the email message for punctuation. |

|Struggling Learner |

|Materials Needed: pens, pencils, and highlighters |

|Procedure: |

|Students often have difficulty determining when and where to use commas. |

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|Review the comma rules with students. |

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|Display the following sentences and ask students to add commas. In the middle of the night the smoke alarm started ringing. Max made his bed this morning but he |

|forgot to hang up his towel. |

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|Monitor and reinforce the comma rules as needed. |

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|Challenge students to think of creative ideas for remembering the comma rules such as in a song. |

*see supporting resources

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