This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Jennifer King Grade-Level: 9 Lesson Date: 4/19/22
Title of Lesson: Comma Splices/ Run-on Cooperating Teacher: Jennifer Craft
Sentences

Core Components
Subject, Content Area, or Topic
English: Grammar
Student Population

Learning Objectives
The student will recognize comma splices and run-on sentences and demonstrate the ability to apply
the rules for sentence development.

Virginia Standard(s) of Learning (SOL)

9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing
a. Use and apply rules for the parts of a sentence

Materials/Resources
Looseleaf paper
KWL Charts
PPT on Sentence Fluency
Sentences from “I Would Buy That Sentence! Lesson Plan”
Fake money or tokes. “$20” worth for each group (6 groups)
Dry erase boards, markers, and wipes for groups
PPT with auction rules and sentences
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Practice by Doing 75%

Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
10 *Anticipatory Set
Min 5 Minute Write.
On a piece of paper, TSW write for 5 minutes about a time they were proud of
themselves.

TTW ask for volunteers to share their writing.

TTW give a quick monologue that sounds like a run-on sentence.
TTW ask “Did anyone have a hard time following that?”
“This is what it sounds like reading a run-on sentence. There is a lot of good
information here, but it’s hard to follow. Today we’ll learn how to identify and fix
run-on sentences.”
*State the Objectives (grade-level terms)
I can recognize and correct run-on sentences and comma splices.

20 *Instructional Input, Modeling, or Procedures

Mins
TTW assess background knowledge with KWL
What is a comma splice?
What is a run-on sentence?
What is an independent clause? Dependent clause?
What is one way to fix comma splices and run-on sentences?
What is a compound sentence?
What is a coordinating conjunction?

TTW ask students to volunteer information

Who can remember FANBOYS?

PPT on sentence fluency and examples (Check for understanding)

*Check for Understanding

30 *Guided Practice
Mins “Buy My Sentence” (Modified from “I Would Buy That Sentence! Lesson Plan”)
Each group will be given $20 in “money.”
TTW tell students they will be participating in a sentence auction and the teacher is the
auctioneer.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW present varied sentences that are correct, comma splices, or run-on sentences.
Each group will have 10 seconds to decide if they can fix the sentence and if they want to
buy it.
Each sentence bid will max out at $5. The end goal for each group to have four
sentences.
TSW have 10 minutes to correct the sentences on a separate piece of paper and turn
them in with the original sentences.

TTW have whole-class discussion, as teams explain how they fixed the sentences.
Teams are awarded a point for each corrected sentence. The team with the most points
win a prize.
10 *Independent Practice
Mins TSW edit their 5-Minute write and correct any comma splices, fragments, and run-on
sentences.
10 Assessment
Mins TSW finishes filling in their KWL Chart.

*Closure

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Large font print, reduce the number of practice sentences, maintain proximity-working in conjunction with co-
teacher.
Classroom Management Strategies (To ensure a positive learning environment).
Cell phones are put away during instruction and activity time
No hoods; monitor bathroom; monitor on-task behavior.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021