Lesson Plan #3 Title: Identifying Sentence Semantic Errors within Readings

Lesson Overview: Students will get a reading passage at their reading level, they will need to

read through it at least 3 different times. They will need to locate all the sentence semantic errors

and then re-write the passage correctly.

Performance Objective: Given a passage at their reading level, students will be able to

accurately locate at least 8 out of 10 sentence semantic errors within the passage reading.

Resources or Materials Needed:

 Whiteboard and dry erase markers

 Scratch paper

 Reading passages at their reading level

 Writing Notebook

 Pencil

 Highlighter

Time: 90 minutes

Step 1: Pre-Instructional Activities (10 minutes)

o The information from the previous 2 days will be covered with a large piece of paper. As

a group, the teacher will ask the students to share the importance of using correct

sentence semantics? The different types of sentence semantics? Examples of correct

sentence semantics?

o I will ask each student if they have any questions on the sentence semantics of

capitalization and punctuation marks before we begin our new lesson.

 o I will also prompt each student to look through their notes for information if they have

any questions during the activity. I will say that they can ask the teacher, however, I want

them to go through their notes first to see if they have written their answer down with the

previous information.

Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)

o We will then talk about how within this lesson, we are going to focus on locating errors

within sentence semantics with readings. We are going to highlight capital errors with a

yellow highlighter, and punctuation errors with an orange highlighter.

o Students will each be given a reading passage at their reading level. (Appendix C)

o They are to read the passage one time without making any corrections.

o Once they have read it through completely the first time, the second time they

should go through with their yellow highlighter and highlight errors with

capitalization.

 Refer students to their notes to locate the information and identify the

errors within their reading.

o After they have read it a second time and highlighted all the capitalization errors,

they should use their orange highlighter and highlight all the punctuation errors.

o Students should then read through the passage again to make sure they did not

miss any errors.

 If they locate errors, they will correct them. They will then need to read

the passage through until they have made sure they do not have any

further errors.
  Once they have located all the errors that they believe, they are to re-write

the sentence with the corrections.

o As a whole, we will come back and talk about our readings.

o Students will be asked how easy was it to find errors within the reading?

o When you found the errors, how did it make you feel about the author?

 Do you think the author knew what they were trying to say even when

they used errors?

 Was it hard to read with all the errors?

o I will then ask the students how they feel about their own writings?

o Are there errors they feel that they could focus on and improve?

o If you published your article with errors, how do you think other people may feel

when they are reading it?

o How do you want people to feel when they are reading your writing?

Step 4: Assessment: (20 minutes)

o Students will be given the worksheet Fix ‘Em Up. They will need to go through the

worksheet and identify the errors within the worksheet. (Appendix C.1)

o Once they have located the errors, the students will need to correct the sentence and re-

write it with the appropriate corrections.

Step 5: Follow-Through Activities: (10 minutes)

o As a group, we will discuss what errors we noticed within the Fix ‘Em Up worksheet. At

that time, students that may not have located all of the errors, they will have time to

correct their errors.

o If there are any errors, we will discuss why we did not correct it and the teacher will

answer any questions.

o I will ask the students how they are feeling with sentence semantics and if they are ready

to focus on their own writing using sentence semantics.