Te 407 Lab Lesson Plan Grammar
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Te 407 Lab Lesson Plan Grammar as PDF for free.
More details
- Words: 401
- Pages: 2
Emily Mullins TE 407 Lab Burke 11 September 2008 Commas and Semi-Colons This mini-lesson will be a refresher course on the correct use of commas and semi-colons, which is a part of grammar that happens to be a lost art, even for college English majors. •
Audience: High School, 9th or 10th grade, lower or upper level English courses.
•
Why?: Although the use of commas and semi-colons may seems less important than other aspects of grammar, students seem to neglect to use them, or rather, just put them in wherever it sounds right in their head.
•
Introduction to Lesson: Begin by asking students to write what they think grammar is for two minutes. Then ask a few students to share their ideas. Respond by saying that grammar is not just important for us to use in class today, but for doing well in college, applying and interviewing for jobs, and gaining respect in the workplace. Then ask them to share any rules they may know about commas and semi-colons. [2-3 minutes]
•
Objective: Students will learn and apply the rules for commas and semicolons.
•
The Lesson: I would begin a lesson with this activity. First, divide the class into groups and pass out a worksheet with sentences that does not
contain any punctuation. Have them insert the correct punctuation where they think it should be placed. While they are working, write the sentences on the chalk board. When they are finished, have the groups come up and insert the punctuation where they think it should be placed in the sentences on the board. (If time does not allow for the board, it can also be done aloud. However, a visual representation for everyone is sometimes better.) [5 minutes] •
During the Lesson: Ask how they decided on that certain place in the sentence. Was it random or did they knew the rules previously? Always ask how they got to that conclusion, other students will be able to compare their answers and this will force discussion. The students will have their misconceptions corrected. [1 minute]
•
Next Part: Hand out the comma and semi-colon rule sheet and allow them to go back through and make corrections. If possible, have them write the correct rule next to the punctuation they inserted. [2 minutes]
•
Assignment: A second worksheet could be given for homework and would be done individually for practice.
Audience: High School, 9th or 10th grade, lower or upper level English courses.
•
Why?: Although the use of commas and semi-colons may seems less important than other aspects of grammar, students seem to neglect to use them, or rather, just put them in wherever it sounds right in their head.
•
Introduction to Lesson: Begin by asking students to write what they think grammar is for two minutes. Then ask a few students to share their ideas. Respond by saying that grammar is not just important for us to use in class today, but for doing well in college, applying and interviewing for jobs, and gaining respect in the workplace. Then ask them to share any rules they may know about commas and semi-colons. [2-3 minutes]
•
Objective: Students will learn and apply the rules for commas and semicolons.
•
The Lesson: I would begin a lesson with this activity. First, divide the class into groups and pass out a worksheet with sentences that does not
contain any punctuation. Have them insert the correct punctuation where they think it should be placed. While they are working, write the sentences on the chalk board. When they are finished, have the groups come up and insert the punctuation where they think it should be placed in the sentences on the board. (If time does not allow for the board, it can also be done aloud. However, a visual representation for everyone is sometimes better.) [5 minutes] •
During the Lesson: Ask how they decided on that certain place in the sentence. Was it random or did they knew the rules previously? Always ask how they got to that conclusion, other students will be able to compare their answers and this will force discussion. The students will have their misconceptions corrected. [1 minute]
•
Next Part: Hand out the comma and semi-colon rule sheet and allow them to go back through and make corrections. If possible, have them write the correct rule next to the punctuation they inserted. [2 minutes]
•
Assignment: A second worksheet could be given for homework and would be done individually for practice.
Related Documents
Te 407 Lab Lesson Plan Grammar
April 2020 3
Te 407 Lab Lesson Plan Frost
April 2020 5
Te 407 Lab Lesson Plan Frost
April 2020 3
Lesson Plan Grammar
April 2020 2
Grammar Lesson Plan Form
May 2020 11