Student Teacher: Sabrina Savage Date: 10/20/2018

Subject: English Language Arts Lesson Topic: Semicolons/Commas

Grade: 9-12 Length of class: 45 mins

Learning Objective (performance, conditions, criterion):

1) Students will understand and apply eight rules for using commas.
2) Students will understand and apply three rules for using semi-colons.

Student Friendly Objective:

We are going to learn about how to apply semicolons and commas for effective and
comprehensible writing.

State Core Standard Alignment:

Conventions of Standard English
Language Standard 1:
Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
Objective b.
Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
Core and Supplemental Materials:
Teacher Materials: Student Materials:
Worksheet 1 and 2 Pencil and scratch paper
“List of rules” handout
Board/markers

Context for Learning:

Organization of the Whole group (“I do it”- Model the skill for students)
students (e.g., small Partners (“We do it”- Guided practice partner activity)
groups, whole group, Individual (“You do it”- Independent practice assignment)
partners)

Pre-Lesson Assessment Short discussion about correct punctuation and why it’s important.
Data Short discussion on key vocabulary (images of examples of key
vocabulary)

IEP Goal Links Small-Group Instructional setting

(Also describe individual Extended Time
student modifications &
accommodations)

Pre-Instructional Set: (Approximately 3 minutes)

Gain students’ attention Whole Group: #/minutes
(Activity and Script) “Good morning, everyone. Thank you for giving me your
attention so promptly. Let’s review the classroom rules (30 seconds
to 1 minute)
quickly so we are all on the same page regarding my
 expectations.”

Inform students of “Today we are going to learn about the difference in using #/minutes
learning objective(s) commas and semicolons, and the rules that apply to them,
as well as practicing using each.” (30 seconds
to 1 minute)

“This is important to “Using correct punctuation provides your writing with #/minutes
know because…” clear communication, as well as helps the reader's
(Informed instruction) comprehension. It is the structure that conveys (30 seconds
to 1 minute)
precise meaning from the writer to the audience.”

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Review the importance of correct punctuation in our #/minutes
review, if applicable writing 2 minutes
(2 to 5
minutes)
Review of prior Review the importance of punctuation in writing, review #/minutes
knowledge, if key vocabulary for lesson
applicable (2 to 5
minutes)
Vocabulary to pre- Comma #/minutes
teach, if applicable Semicolon
Conjunction (and, for, but, or, nor, so) (2 to 5
minutes)
Independent Clauses
Dependent Clauses
Compound Sentence
Direct Quotation
Conjunctive adverb

Instruction: (Approximately 20 to 40 minutes – depending on length of class)

Explicit Modeling of Reintroduce the meaning of semicolons and colons, #/minutes
Skill (what cognitive Ask students to list rules they know regarding the use
steps should the commas and semi-colons. (Write these on the board)
students be using to After commenting on their knowledge of these rules
successfully perform (correct, incorrect, or incomplete)
the skill?) (Add a few simple rules, if students didn’t come up with
(10 to 15
(I DO IT) at least 4) minutes)
“I am going to correctly punctate three practice
sentences on the board, so please pay attention because
you will be doing this in groups after.”
Write three sentences on the board and think aloud to the
students how to correctly punctuate each of them,
correctly punctate each sentence in front of class.

“Now it’s your turn.”

Guided Practice #/minutes
(WE DO IT)
Divide students into groups of four. (5 to 25
minutes)
 Have each group choose a spokesperson.
 Give each group a copy of worksheet #1 , and
instruct them to take turns reading the sentences
and inserting commas and semi-colons where they
believe they should go.
 While the groups are working, write the sentences
from the worksheet on the board or on an overhead
transparency.
 When groups are finished, have the spokespersons
(whole group) take turns inserting the punctuation
marks in the sentences you have written on the
board or transparency.
 Ask how they decided where and when to insert
them.
 Some may have used comma rules; others may
have inserted the punctuation where the readers
paused; and still others may have simply inserted
them randomly.
 Ask if they are confident they have inserted them
correctly. Asking students to explain their reasons
for inserting the commas and semi-colons will
force comparisons between their
preconceptions/mis-conceptions and the rules for
correct punctuation.

Strategies to check for

understanding Walk around the room listening to each groups
understanding as they work through the sentences
together.
Once students have finished putting their answer on the
board ask each group the following
 Ask how they decided where and when to insert
them.
 Some may have used comma rules; others may
have inserted the punctuation where the readers
paused; and still others may have simply inserted
them randomly.
 Ask if they are confident they have inserted them
correctly. Asking students to explain their reasons
for inserting the commas and semi-colons will
force comparisons between their
preconceptions/mis-conceptions and the rules for
correct punctuation.
Independent Practice Now give each person the list of rules (this is a handout)
(YOU DO IT) and tell them to go back through the sentences and correct
any errors in their initial attempt at inserting commas and
semi-colons. Instruct them to write the number of the rule
being used next to each comma or semi-colon they use.
(e.g. C1 for comma rule #1 or S1 for semi-colon rule #1)
This is done individually.
When everyone is finished come back together as a class
and discuss errors that were made, have them state the
rule they used for each comma or semi-colon they
inserted.
Correct any mistakes, and state the appropriate rule for
each correction.
If needed, how will you address re-teaching of specific skills?
By going over the list of comma and semi-colon rules together, and clarify and correct any
mistakes, and state the appropriate rule for each correction.

Assessment:
Concrete and tangible
assessment to know Distribute the second worksheet and have students complete them
whether students have individually, depending on time this can be done as homework (correct
met learning objective and return to students)

Closure: (1 – 5 minutes)
Organization/transition #/minutes
routines (e.g., put Students will hand in the second worksheet or put them in
assignments in folders, their folders to work on as homework, and prepare for the
prepare for bell, bell.
transition to next (1 – 5
lesson/activity minutes)