1 / 24

Comma and Semi-Colon Usage Melissa Schlegel December 15, 2011

Comma and Semi-Colon Usage Melissa Schlegel December 15, 2011. Learning Experience Focus Question. How can I better integrate technology?. Starpoint High School. Starpoint Central School District (Services Pendleton, Lockport, Wheatfield, Cambria, and Royalton)

celine
Download Presentation

Comma and Semi-Colon Usage Melissa Schlegel December 15, 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Comma and Semi-Colon UsageMelissa SchlegelDecember 15, 2011 M.Schlegel Daemen College, 2011

  2. Learning Experience Focus Question • How can I better integrate technology? M. Schlegel Daemen College, 2011

  3. Starpoint High School • Starpoint Central School District (Services Pendleton, Lockport, Wheatfield, Cambria, and Royalton) • Mr. Al Franco and Mr. Josh Jung (Special Education Teacher) M.Schlegel Daemen College, 2011

  4. Grade Level/Ability of Students • This lesson was taught in three 11th Grade English Regents. There was a total of 70 students. • Abilities varied • 14 Students with IEPs • 1 Student with 504 plan M. Schlegel Daemen College, 2011

  5. Time Frame • Implementation: One 41 minute class period • Assessment: 5 minutes for diagnostic test and summative test; 5 days to turn in the written assignment. • Schedule/Planning: Mini-lesson and can be taught at any time. This specific lesson was taught in between two literature units. • The timing elements for each part of the lesson will vary depending on the class. M. Schlegel Daemen College, 2011

  6. Objectives • Students will be able to correctly use a comma in a sentence with two independent clauses and a coordinating conjunction. • Students will be able to correctly use a semi-colon in a sentence with two independent clauses. M.Schlegel Daemen College, 2011

  7. Common Core Standard: ELA • CCR Anchor: Conventions of Standard English • Strand: Language (L) • Grade: Ninth and Tenth • Standard: 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. • A. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. M.Schlegel Daemen College, 2011

  8. Essential Questions • Why is proper grammar important? • Why do we use commas? • Why do we use semi-colons? M.Schlegel Daemen College, 2011

  9. Enduring Understanding • Learn when and how to use a comma to link two closely related independent clauses with a coordinating conjunction • Learn when and how to use a semi-colon to link two closely related independent clauses M.Schlegel Daemen College, 2011

  10. Student’s Tasks • Diagnostic Test M.Schlegel Daemen College, 2011

  11. Formative Group Work M.Schlegel Daemen College, 2011

  12. Summative Test M.Schlegel Daemen College, 2011

  13. Written Assessment • Students are asked to write a paragraph based on the New York State English Regents Exam Question 26. They establish a controlling idea between two passages and use at least one direct example from each passage to support their controlling idea. They must use at least two semi-colons and two commas with coordinating conjunctions correctly. • The paragraph will be graded using a Comma and Semi-Colon Usage Rubric. M.Schlegel Daemen College, 2011

  14. M. Schlegel Daemen College, 2011

  15. M.Schlegel Daemen College, 2011

  16. Teacher Exemplar • Although this is a joyous time for the family, it is also very difficult for the narrator’s parents; they love their son very much, but they also know they must let him go to college so he will have greater opportunities than they had.

  17. Developing Student Work M.Schlegel Daemen College, 2011

  18. M.Schlegel Daemen College, 2011

  19. Proficient Student Work M.Schlegel Daemen College, 2011

  20. M.Schlegel Daemen College, 2011

  21. Distinguished Student Work • Distinguished 24/24 • The first passage by Da Chen and the second passage by Yvoy Winters are similar by having parents needing to let go of their children. Children need to learn new things when they go off to college or just need to move on. For example, in the first passage the entire family was always been treated badly; they were spit on by older farmers in the fields. Once they got accepted into college their parents cried because they didn't want to let them go. The narrator’s mother pulled him once more into her arms, and then gently pushed him away. Even though he is moving on in life they are still a family. In the second passage is writing a poem while writing a poem to his daughter; she is moving on in life to learn more skill. The writer does say that he is in the past, but they are still one. Even though he doesn’t want to see his daughter grow up and leave she has to move on in the future to become something better. Both of these passages teach people to let go of their children and let them move on even thought it’s hard. M.Schlegel Daemen College, 2011

  22. M.Schlegel Daemen College, 2011

  23. Modification Table M.Schlegel Daemen College, 2011

  24. Reflections • Thank you Procrastinators! • The peer review gave me some great ideas to enhance my lesson. Ben suggested using “School House Rock.” This is a great idea! • Some other ideas I enjoy and have added to my lesson are: games, different punctuation, and real-life reading assignments. M.Schlegel Daemen College, 2011

More Related