ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
1
Lesson Plan:
Subject: ELA
Lesson Length: 45-minute block
Topic: Onomatopoeia, extending sentences, run-on sentences.
Outcome: CC6.3 Use pragmatic (e.g., function and purpose), textual
(e.g., paragraphs), syntactic (e.g., complete sentences with
appropriate subordination and modification), semantic/
lexical/morphological (e.g., figurative words), graphophonic (e.g.,
spelling strategies), and other cues (e.g., appropriate volume and
intonation) to construct and to communicate meaning.
Objective: Students will be able to understand and give examples of
onomatopoeia, they will understand the importance of extending
sentences and how to do it, and will recognize a run-on sentence and
know how to fix it.
Indicators: c. Syntactical: Use clear sentence structures that contain a
verb and its subject (Average spoken sentence length - 9.5 words;
written sentence length - 9.0 words); combine closely related ideas
into compound structures using conjunctions or joining words; use
complete sentences with appropriate subordination and modification;
vary sentence beginnings; ensure agreement of subject, verbs, and
pronouns; use correct verb forms (e.g., I have seen); use effective
punctuation and capitalization including periods, commas, quotation
marks, colons, dash, and hyphens.
This class will focus on combine closely related ideas into compound
structures using conjunctions or joining words; use complete sentences
with appropriate subordination and modification;
Assessment: Worksheet
Pre-requisites: Students can write a simple sentence
Lesson Preparation: Handouts for students
Set: Begin class by asking the students to explain to the band kids
what onomatopoeia is. Get the students to give examples. Reiterate
what onomatopoeia is after examples. (3 minutes)

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
2
Lesson Presentation:
1. Tell the students that they did good on their work last week but
the sentences were often very short. Write I giggled at the joke
on the board. Tell the students that this is a good sentence but
its missing something. Have the class help expand the
sentence. Get them to give more detail. If they are stuck at what
should be added ask them: Why did I laugh at the joke? Whose
joke did I laugh at? Where did I laugh at the joke?. Explain the
importance expanding a sentence. It makes it more interesting
for the reader. It gives more detail. When expanding a sentence
try to involve the 5 Ws. Who. What. When. Where. Why. (8
minutes)
2. Write under the first example The doorbell went ding-dong on
the board. Get the students to expand the sentence. Leave both
examples on the board (3 minutes)
3. Handout work sheet and explain to students what they have to
do. Tell students they have to work quietly and independently.
Tell them to get as much done as they can. If they do not finish
by the end of 5 minutes, it is okay. Walk around and help
students or talk to students about what they are writing (5
minutes)
4. Call attention back to the front. Explain that I will randomly call
on students to give examples of the sentences they expanded. (5
minutes)
5. Say that these are all good examples. But sometimes when you
start to expand a sentences it never stops! This is called a run-on
sentence. A run-on sentence is a sentence that has two or more
independent clauses, a sentence that can stand on its own. A
run-on sentence can be fixed by adding proper punctuation, such
as a period or question mark, or by adding a conjunction to make
it a compound sentence. (3 minutes)
6. Write I went to the beach it was sunny I got a sunburn Ask the
students to fix the sentence. (3 minutes)

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
3
7. Write under the first example I went camping with my dad we
slept in a tent and a bug bit my leg and it hurt. Get the students
to fix the sentence. Leave both examples on the board. (3
minutes)
8. Handout work sheet and explain to students what they have to
do. Tell students they have to work quietly and independently.
Tell them to get as much done as they can. If they do not finish
by the end of 5 minutes, it is okay. Walk around and help
students or talk to students about what they are writing. (5
minutes)
9. Call attention back to the front. Explain that I will randomly call
on students to give examples of the sentences fixed. (5 minutes)
Closure: Ask students if they understand the importance of expanding
sentences and fixing run-on sentences. Ask if someone can explain to
me the importance of expanding sentences. Ask if someone can
explain to me the importance of fixing a run-on sentence. Tell students
that they can work on their journals and to use their new skills in their
journals. (5 minutes)

Classroom Management:
1. Make sure class is quiet before starting.
2. Call on students that have their hand raised.
3. Tell students how long they will get to work on the worksheets
4. Tell students to work quietly on the worksheet. Remind students
that become noisy or off task by coming up beside them and
asking how the worksheet is going. DO NOT single out a student
that is being noisy.
5. Explain that I will call on students randomly to give their
sentences and words they have circled. Come back to a student
that is struggling.
6. Get students to work on their journals when the lesson is done.

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
4

Professional Development
Giving Clear Directions:
Detailed explanations to have minimal questions

Check for understanding

Personal:
Teach to the whole class not just the front row

ECS 300 Lab

Gerry Cozine
February 29, 2016
Heather Hinks
5