This is a grammar and/or usage lesson. It will include a document that you should copy to an overhead transparency. If you have access to better equipment, you can project the document from your computer. If you donï¿½t even have an overhead projector, you can simply make a class set of the master document.
This transparency master will have a definition of the target skill and some examples. Show this and have students take notes on the skill for later review. Keep the second part of the transparency covered. In the second part of the transparency, you will find a series of sentences that include examples and non-examples of the skill. (For example, if the target skill is ï¿½The Active Voice,ï¿½ you will find a series of sentences, some in the active voice, some in the passive voice). Expose one sentence at a time, calling on students to identify and then fix the problem in the sentences. In some cases students must determine if there even is a problem. This is the bulk of the lesson, and I find that this makes for a fun and meaningful activity. Take your time here. Make certain all students really understand the concept at its deepest level. Typically, this takes 20-30 minutes. Have fun with the sentences.
Note: some of the sentences are allegedly funny. This means, for example, that in the active voice activity, there is a sentence that reads, ï¿½The drunken pirates harpooned the elephant.ï¿½ High school students tend to enjoy this sort of humor. If you find this too risquï¿½, feel free to change the word ï¿½drunkenï¿½ to ï¿½laughing.ï¿½ In fact, feel free to change anything you want about my lessons. You bought it; itï¿½s yours now.
In addition to the transparency master, you may find follow up quizzes, homework activities (in the form of handouts), and something called editing. I like to do the transparency activity, and then give the homework assignment that night. I then tell students to review their notes because there will be a test in the near future. I spring the quiz on them sometime over the next week. Finally, I integrate this skill into the midterm and final. If there is an editing assignment, copy it to an overhead transparency and have the class revise what is writtenï¿½it will have problems with the target skill. This can be done weeks later as a review activity.
This bundle contains:
ï¿½ An overhead transparency master explaining comma splice errors and ROS errors. After the explanation you will find a series of sentences that contain one of the two types of errors. This is designed to support a class activity in which you call on students to first identify the error and then make necessary corrections.
ï¿½ A handout (homework assignment) in which students use semicolons to fix sentences with comma splices and run-on-sentence errors.
ï¿½ An editing overhead transparency master. This is a series of sentences and phrases containing a number of grammatical errors. The sentences are allegedly humorous. Project one sentence at a time and have students identify the problem in each, and then make necessary corrections. Because the sentences are somewhat funny, students tend to stay focused on this assignment.
ï¿½ One guide and practice activity (homework assignment) in the form of a handout. The guide reviews ROS errors and Comma Splice errors. The bottom of the guide is a practice assignment for complete understanding of the concept.
ï¿½ A comma quiz. Howeverï¿½this quiz also tests skills from some other lessons I have about commas, so check to be sure that students have been taught the skills before administering this quiz.
Enjoy, and feel free to contact me if you have any questions.