Grade: 6 Subject: English Language Arts Topic: Run-on Sentences

Learning Objectives: 1. Students will be able to define a sentence and identify its components. 2. Students will understand the concept of run-on sentences and differentiate between fused sentences and comma splice sentences. 3. Students will learn strategies to fix run-on sentences.

Materials: - Whiteboard or blackboard - Markers or chalk - Sentence examples (prepared in advance) - Handouts with practice exercises (optional)

Procedure:

Introduction (5 minutes): 1. Begin the lesson by asking students if they know what a sentence is. Allow a few responses and then provide the definition: A sentence is a group of words that expresses a complete thought and contains a subject and a predicate.

Explanation of Run-on Sentences (10 minutes): 2. Explain that sometimes, writers make mistakes by combining multiple complete thoughts into a single sentence, resulting in run-on sentences. 3. Provide an example of a run-on sentence: “I went to the store I bought some groceries.” 4. Ask students to identify the two complete thoughts in the sentence. Emphasize that each complete thought should be a separate sentence. 5. Explain that run-on sentences can be of two types: fused sentences and comma splice sentences.

Fused Sentences (10 minutes): 6. Define a fused sentence as two or more complete thoughts joined together without any punctuation or conjunction. 7. Provide an example of a fused sentence: “She loves to read she spends hours at the library.” 8. Ask students to identify the two complete thoughts in the sentence and explain that they need to be separated into two sentences or joined with appropriate punctuation or conjunction.

Comma Splice Sentences (10 minutes): 9. Define a comma splice sentence as two or more complete thoughts joined together with only a comma. 10. Provide an example of a comma splice sentence: “I woke up early, I didn’t want to be late for school.” 11. Ask students to identify the two complete thoughts in the sentence and explain that they need to be separated into two sentences or joined with appropriate punctuation or conjunction.

Fixing Run-on Sentences (10 minutes): 12. Explain that there are several ways to fix run-on sentences: a. Separate the complete thoughts into two or more sentences. b. Use a coordinating conjunction (and, but, or, so, for, yet, nor) to join the complete thoughts. c. Use a semicolon (;) to separate the complete thoughts. d. Use a semicolon followed by a conjunctive adverb (however, therefore, nevertheless, etc.) and a comma to separate the complete thoughts. 13. Provide examples for each method and explain how they fix the run-on sentences.

Conclusion (5 minutes): 14. Recap the main points discussed during the lesson: the definition of a sentence, the concept of run-on sentences, and the difference between fused sentences and comma splice sentences. 15. Encourage students to practice identifying and fixing run-on sentences in their own writing. 16. Answer any questions and provide additional examples if needed.

Note: Depending on the pace of the class, you may need to adjust the timing of each section accordingly.