1. Topic-
Run-on Sentences
2. Content-
This lesson includes students learning about proper punctuation, run-on sentences, and repairing run-on sentences.
3. Goals: Aims/Outcomes-
1. Students will be able to differentiate between a run-on sentence and a proper sentence.
2. Identify the different types of punctuation (period, comma, question mark, etc.)
3. Use punctuation properly.
4. Objectives-
1. Student will be able to repair a run-on sentence.
2. Student will be able to construct a proper sentence.
5. Materials and Aids-
1. Projector
2. Laptop/Computer
3. SMART Notebook Technology
4. Run-on Repair SMART Lesson
5. Paper, pencil, dictionary
6. Mobile computer lab with Microsoft Word capabilities.
6. Procedures/Methods-

A. Introduction-

Gather the attention of the class and begin speaking with no pauses (punctuation) to demonstrate a run-on sentence. After giving them time to react, ask "did that sound the way it was supposed to?" Then, read a selection from a book omitting the punctuation and ask the same question. After a few kids had time to answer, read the selection again, this time properly.

B. Development-

Ask them to identify the different types of punctuation they've come across. Ask them the difference between a question mark and an exclamation point, period and a comma. Ask about the importance of capitalizing the first word of a sentence. Then, introduce the SMART Lesson.

C. Practice-

Once the SMART lesson reaches slide 5, have students come to the board in pairs to work on correcting the sentences and allow aid from peers.

D. Independent Practice-

1. Have students partner up, each writing their own run-on sentence.
2. Students then will exchange papers and correct the other's sentence.
3. Once completed, they would take a laptop and type in both the incorrect sentence and the corrected sentence into Word. Word would check if they corrected the sentence properly or not and both sentences would be there to show the final transformation. If wrong, they would try to correct it on word. The use of colored fonts should be encouraged.

E. Accommodations (Differentiated Instruction)-

1. For English Language Learners, have them sit with a buddy so they can mimic the procedure and after the lesson do a independent follow up to ensure understanding.
2. For children with disabilities, they can start by typing their sentence in a larger font. Have them sit closer to the board while presenting.
3. For gifted students, have them either work with another gifted student or a lower level student to help them go along.

F. Checking for understanding-

1. While students are using the SMART lesson practice, keep track of students that are doing better, as well as those that are not.
2. During independent practice, walk around the room to answer questions and see if they are doing the work correctly.

G. Closure-

Once all the students seem to be finished, print out the correct and in correct sentences and post them the around the room for show. Also, have students share how they corrected the sentences.
7. Evaluation-
1. As students type in corrected sentence, observe how many students had the sentence already corrected without the help of Word.
2. Before the printing of the papers, check for accuracy.
8. Teacher Reflection-
1. Students enjoyed coming up to the SMART board to practice.
2. Students had difficulty staying on task and coming up with sentences. In the future, have a class discussion about possible sentences to enhance creativity.
3. Overall, the lesson went well and would be done again.

This Lesson Plan is available at (www.teacherjet.com)