Name:​Charles Stai

Grade Level: ​Fourth Grade:

School: ​Camelot
Date: ​10/5/17
Time: ​9:15-9:50

Reflection from prior lesson: ​The students were shown multiple sentences to identify run-ons. We played a game
at the end of the lesson called, Kaboom. The majority of the class could successfully identify what a run-on is.
Many students could tell me what to do with a run-on. I kept a tally of the students that were understanding the
concept. All the students except for three of them gained a good understanding.

Lesson Goal / Standards: ​

● CCSS.ELA-LITERACY.L.4.F
--PRODUCE COMPLETE SENTENCES, RECOGNIZING AND CORRECTING INAPPROPRIATE
FRAGMENTS AND RUN-ONS.

Lesson Objectives:

● Given multiple sentences, students will be able to identify a run-on with 100% accuracy.
● Given six run-on sentences, students will be able to split the sentence into two complete sentences
in five out of six tries.

Materials Needed​: scissors and glue.

Contextual Factors/ Learner Characteristics:

There are three students on 504 plans in our homeroom. One student suffers from dyslexia. He may need
text to speech when appropriate. The students do not have the stamina for only one activity. It is important to take
multiple activities into the lesson to keep the students engaged.

A. The Lesson

1. Introduction (2 min)
● Getting attention​ “Eyes up” (Eyes up) “Let the air out of your tires.” (Sssssssss)
● Relating to past experience and/or knowledge
On tuesday we worked on identifying run-on sentences. Who can remind me what a
run-on sentence is? (A sentence with two independent clauses). We are going to take it one step
farther today. Today we are going to take those run-ons and complete them into two sentences.
● Creating a need to know
It is important that we are able to identify what is a run-on sentence is, so we can fix those two
independent clauses into two complete sentences.
● Sharing objective, in general terms
After today, I will be able to take a run-on sentence and make two complete sentences.

2. Content Delivery
● Instructional content and the methods and interactions you’ll use to engage the students
 Powerpoint Presentation:
● “Ok, fourth graders, you do not need anything on your desk. I will wait until everyone has their eyes on
me. We can get started when you have followed those directions.”
● “When we see a run-on we should be able to identify it. But, what should we do when we see a run-on? If
we are writing something and we catch a run-on, what should we do? “
● “Today, we are going to learn one of the steps when coming across a run-on sentence.”
● “We might have mentioned it on tuesday, but what do you think we could do when we see a run-on? (fix it)
Well, how can we fix it? If we know there are two independent clauses, what do we know? (There are two
complete thoughts/sentences) We can make two complete sentences out of the run-on!
● “This is going to help you in your writing. Every time you are writing and you see a run-on, you will know
exactly what to do. We can make two sentences out of that run-on.
● “Let’s look at this sentence: ​We had a fun time at the mall I love buying new shoes. ​“Is this sentence a
run-on? (Yes, it has two independent clauses.) So, how do we make this two sentences? Where are the two
separate thoughts? We had fun at the mall. I love buying new shoes.
● “In the first sentence, what is our subject? (We) What is our verb? (had) What about our next sentence? (I)
is our subject (love) is our verb. So, We have our two sentences: We had a fun time at the mall. I love
buying new shoes.
● Fixing run-ons (10-15 min)
● “We have a list of ten sentences that we are going to look at.” “We are going to look and see if they are
run-ons and if they need to be separated into two complete sentences.”
● “I am going to call of volunteers to see if they know the answers. When I call you name I would like you
to come up and show me where we need to separate the sentence. Once we have done that. I will write the
two sentences on the line.”
● “Are there any questions before we get started? Make sure you are paying attention because I am going to
have you complete a similar activity at the end of class.
● First sentence: ​The football game went on for three hours I was getting tired at half-time. ​Is this sentence a
run-on? (Yes, two independent clauses) Can I have a volunteer come up and show me where to separate the
sentence? (between ​hours and I​). Remember, we want to separate it right where the new clause would
start. We see that ​The football game wen on for three hours​ is a sentence, so we are going to separate it
right there. The other sentence would be ​I was getting tired at half-time.
● Let’s try another one. ​Math was a hard subject for me I had a tough time with fractions. ​Look to where we
could separate that sentence. Do I have someone who thinks they have it? (Math was a hard subject for me.
I had a tough time with fractions.)
● Next sentence: ​People should always recycle it is good for the environment. ​Do we know if this is a run-on
sentence? (Yes, two independent clauses). Who thinks that can tackle this one? (People should always
recycle. It is good for the environment.)
● Sentence #4: He was a doctor he was also a father. Where can we separate this sentence? (He was a doctor.
He was also a father.)
● It looks like you are getting the hang of this. Next sentence: ​Sarah is a really good baker she makes really
good brownies. ​Does this qualify as as run-on? (Yes, two independent clauses). Who is going to do this
sentence? (Sarah is a really good baker. She makes really good brownies.)
● Sentence #6: ​It was very cold outside meteorologists predicted that it would snow. ​Can I have a volunteer
come up and show me where to separate this sentence? (It was very cold outside. Meteorologists predicted
that it would snow.)
● Sentence #7: ​Our cat likes to be comfortable at all time she likes to nap next to the window. ​Who would
like to do this sentence? (Our cat likes to be comfortable at all times. She likes to nap next to the window.)
● Sentence #8: ​We went on vacation to Chicago it is one of the biggest cities in the United States. ​Let’s have
someone come up to the board and show me where to separate this sentence. (We went on vacation to
Chicago. It is one of the biggest cities in the United States.)
● We have two more sentences to go over. We can do this! ​The restaurant is owned by the mayor he is the
tallest man in town. ​Let’s make sure this is a run-on sentence. Is it? (Yes, two independent clauses.) Ok,
now let’s make two sentences out of it. (The restaurant is owned by the mayor. He is the tallest man in
town. )
 ● Last Sentence! ​Many people are scared of bears I saw a bear in Alaska. ​Who is going to do the honors of
finishing this last sentence. (Many people are scared of bears. I saw a bear in Alaska.)
● Snip-it assessment. (10 min)
● I think we can do this on our own!
● Now it is time for you to show me that you can do it on your own. I trust that you can because you just
showed me that we can do it as a class!
● Here is how this is going to work. I have two papers for you. One paper looks like this. It has empty
boxes on it. The other paper has a list of sentences on it. Does anybody have an idea of what we are going
to do?
● Here’s the deal. We are going to take the paper with the sentences on and turn it into two sentences, just
like we did as as class. The only catch is that you are going to cut the paper with your scissors to where
you think the sentence should be separated into two sentences.
● So if I look at the first sentence, I would cut in between the end of the first sentence and the beginning of
the second sentence. Once I have them cut you are going to glue the two sentences in the top box. Make
sure you have them in correct order.
● You are going to pasted them in order from top to bottom. The top sentence would go in the top box. The
next sentences would go in the second box down and so on.
● Does anyone have any questions? Make sure you are covering your work, you don’t want you partner
looking off of yours. There shouldn’t be any talking.
● You can grab your glue stick and scissors and get started. Once you have completed you can hand it into
the tray in the back.
● You can get started!

3. Closure (2-3 minutes)

● “I hope everyone had fun with that activity. It gives us an excuse to get out the glue and scissors.”
● “Let’s review what we did today. Who wants to share what we worked on? (We worked on
separating run-ons into two complete sentences.) That’s right. Now we know when we see a
run-on, one of the steps to do. We can split it into two complete sentences.
● You did a great job with this today. You can put away your stuff and get ready for recess.

B. Assessments items
(Include the items presented to students (i.e., multiple-choice, matching, short-answer, essay, performance))

D. Resources
(Citations for web or print resources you have used)