1.

Lesson title or theme: Sentence structure/ run on sentences

2. Grade: 3rd

3. Time and expected duration: 60 min

4. Materials and Book (s) to be used:

-Sentence popsicle sticks
-Punctuation sentence cards and popsicle sticks
-Writing composition notebook

5. Standards:
-3.L.2 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use posse
-3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written
Standard English

6. Objectives:
Language Objectives.
-SWBAT correct a run-on sentence
-SWBAT be able to explain the difference between written and spoken English
-SWBAT list conjunction used to create compound sentences

Content Objectives
Content Concepts:
-SWBAT create grammatically correct compound sentences
-SWBAT properly correct a run-on sentence
-SWBAT create sentences using proper sentence structure

7. Procedure of the lesson:

Anticipatory Set (First 15 minutes)
-Ask the students if they have ever found themselves in a situation where they
have a lot to say
-When they do have a lot to say ask if they notice themselves writing faster than
they usually do
-Lastly, ask if in those situations they notice their sentence look really long
Body of the Lesson (First 15 minutes)
 -Explain what a run-on sentence is
-A run on sentence is two complete sentences that run together, forming one
really long sentence
-Give examples
1) My notebook is getting full I will need a new one.
2) We hiked up the mountain we did not make it to the top.
-Explain how to fix run on sentences
1) Create two sentences
2) Create a compound sentence by using a conjunction
-FANBOYS: acronym to remember conjunctions
F FOR

A AND

N NOR

B BUT

O OR

Y YET

S SO
-Show how to fix run on sentences using the example sentences (use different
color to show changes)
1) My notebook is getting full. I will need a new one.
2) We hiked up the mountain, but we did not make it to the top.
-Explain stations and show and example (descriptions in practice and application
section)
1) Popsicle sticks stations
2) Sentence structure cards
3) Guided sentence writing
-Instruct students to go to their assigned first station rotation
Practice and Application: (30 min, 10 min a station)
-Station 1: Popsicle stick sentences
-Every stick will have an individual word or punctuation mark. They will be color
coded by noun, verb, adjective, and punctuation.
-Students will use the popsicle sticks to form complete sentences and visually
see the length of their created sentences.
-A sentence should have average of 8-15 words (popsicle sticks), and no more
than 2 punctuation marks (popsicle sticks).
-Students will then write the sentences they create in their writing composition
notebooks
-Station 2: Sentence structure cards
 -On extra-large and extra-long note cards will be a written sentence using
improper grammar and sentence structure.
-Students will use popsicle sticks to correct the errors in the sentences by placing
the correct popsicle stick on the error.
-Ex: when are you coming to my house asked billy.
- “When are you coming to my house?” asked Billy.
* asd=corrected popsicle stick placement
-Station 3: Guided sentence writing
-Students will be working at a table with me where they will first be given two
sentences that need to be corrected, which we will be doing together
-Students will then be given a prompt where they will freely write about 4-5
sentences.
-Once each student has finished their sentences I will check to see if all
sentences are written in the proper form
Closing: (15 min) Review and assessment, Connection to Other Experiences
-The class will come together to review what a run-on sentence is and the two ways they
can be corrected.
-We will also cover the acronym used to remember conjunctions
-Assessment/ evaluation
-Answer questions and any clarification

8. Differentiation:
-Some popsicle sticks will contain images of the words for those who are multilingual and
have struggle with reading
-For multilingual students, on the back of the popsicle stick will also contain the word in
Spanish and the other second languages spoken in the class.
9. Extensions:
-Individual stations can continue to be used throughout other writing lesson
-Students can use the stations as bell work or review when other work is completed early
10. Evaluation/Assessment: How will you assess what students have learned from your lesson?
-As an assessment I will use two examples from each station where we will go over them
together as a class
-The students will say what the corrections are and go up to the board and fix them