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HippoCampus: Run-on Sentences

Details

Main Website:
http://hippocampus.org/
Activity Website:
http://content.nroc.org/DevelopmentalEnglish/unit02/Foundations/run-on-sentences.html

Activity Description

Run-on Sentences
Source: http://content.nroc.org/DevelopmentalEnglish/unit02/Foundations/run-on-sentences.html (License: Protected by Copyright (c) [i.e. screenshot])
 

In this activity, students identify run-on sentences and how to correct a run-on sentence by adding a period, semicolon, subordinator, or conjunction. Students view a video presentation and practice presented in a game format. Students can print out a Teacher’s Report at the end of the lesson showing their practice results.

 

Preparation

  1. Check that your school does not block the site.
  2. Review the online activity by visiting the Example Web Site above.
  3. Teach any needed concepts to prepare your students for this lesson.
  4. Prepare a homework assignment with additional practice problems.

Teacher Tips

  • Students can access the topic text in English and Spanish by selecting Topic Text in the upper right-hand corner. There are also Topic Terms and a Glossary available.
  • E-mail the link to this practice activity to your students or put it on the desktop of each student computer to help students access the site right away (it's a long Web address and may be difficult for students to type). You can do this by selecting the icon to the left of the page's URL (Web address), holding down the mouse button, and dragging it to the computer's Desktop

More Ways

  • Review: Display the questions on the projector and organize a class game. Have students work in small groups and have each group take turns answering the questions.
  • Use other English Language Arts lessons new window to reinforce classroom instruction. HippoCampus had many other topics, such as Math, Social Science, and Natural Science. Be sure to explore them too.

Program Areas

  • ASE: High School Equivalency Preparation

Lesson Plan

Warm-up
Engagement

Objective: Engage students and activate prior knowledge about sentence structure.

Activity:

    • Begin with a quick discussion about what makes a complete sentence. Ask students to share examples of sentences and identify their subjects and predicates.
    • Interactive Component: Use an interactive whiteboard or online tool (e.g., Padlet) where students can write or type their sentences, and the class can discuss them together.
       
Introduction
Engagement

Objective: Introduce the concept of run-on sentences and methods for correcting them.

Activity:

  • Show a video presentation on run-on sentences (select Worked Examples>Developmental English>Run-on Sentences) and their corrections (periods, semicolons, subordinators, conjunctions).
  • Collaborative Component: Pause the video at key points to ask questions and have brief discussions in pairs or small groups about what was just covered.
     
Presentation

Objective: Present the rules and methods for correcting run-on sentences.

Activity:

  • Present a series of examples of run-on sentences and corrected versions using periods, semicolons, subordinators, and conjunctions.
  • Interactive Component: Use an online quiz platform (e.g., Kahoot, Quizizz) to create a game where students choose the correct way to fix run-on sentences.

Practice
Engagement

Objective: Allow students to practice identifying and correcting run-on sentences in a guided format.

Activity:

Have students complete an online practice activity on identifying and correcting run-on sentences. 

Practice Activity: Identifying and Correcting Run-on Sentences
Instructions: Read each sentence carefully.
Determine if the sentence is a run-on.
If the sentence is a run-on, choose the best method to correct it (period, semicolon, subordinator, or conjunction).
Type your corrected sentence in the provided text box.
Example Sentences:

  1. Original Sentence: The cat slept on the mat she was very tired.
  • Options to Correct:
    • The cat slept on the mat. She was very tired.
    • The cat slept on the mat; she was very tired.
    • The cat slept on the mat because she was very tired.
    • The cat slept on the mat, and she was very tired.

Text Box for Correction: ____________________________

2. Original Sentence: We went to the park it was a beautiful day.

  • Options to Correct:
    • We went to the park. It was a beautiful day.
    • We went to the park; it was a beautiful day.
    • We went to the park because it was a beautiful day.
    • We went to the park, and it was a beautiful day.

Text Box for Correction: ____________________________

3. Original Sentence: I love to read books my favorite genre is fantasy.

    • Options to Correct:
    • I love to read books. My favorite genre is fantasy.
    • I love to read books; my favorite genre is fantasy.
    • I love to read books because my favorite genre is fantasy.
    • I love to read books, and my favorite genre is fantasy.
    • Text Box for Correction: ____________________________

4. Original Sentence: She wanted to go to the party she had a lot of homework.

  • Options to Correct:
    • She wanted to go to the party. She had a lot of homework.
    • She wanted to go to the party; she had a lot of homework.
    • She wanted to go to the party although she had a lot of homework.
    • She wanted to go to the party, but she had a lot of homework.

Text Box for Correction: ____________________________

5. Original Sentence: The dog barked loudly the neighbors were annoyed.

  • Options to Correct:
    • The dog barked loudly. The neighbors were annoyed.
    • The dog barked loudly; the neighbors were annoyed.
    • The dog barked loudly because the neighbors were annoyed.
    • The dog barked loudly, and the neighbors were annoyed.

Text Box for Correction: ____________________________

    1. Collaborative Component: Organize a group competition where students work in pairs or small groups to correct sentences. Use a point system to make it engaging.
       
Evaluation

Objective: Assess student understanding and provide feedback.

Activity:

    • Have students complete a short quiz or worksheet where they correct run-on sentences.
    • Interactive Component: Review answers as a class using a document camera or interactive whiteboard. Discuss any common mistakes and clarify misconceptions.

Application
Engagement Extension

Objective: Apply learning to new contexts and ensure retention.

  • Activity:
    • Assign a homework worksheet with additional practice problems on run-on sentences.
    • Collaborative Component: Encourage students to form study groups and review each other’s work before submitting.

Documents

Subjects

  • Reasoning Through Language Arts
    • Mechanics (Capitalization, Punctuation, Spelling)
    • Sentence Structure
  • Writing
    • Mechanics (Capitalization, Punctuation, Spelling)

Tags

grammar, language arts, run-on, run-on sentence, sentences, English

AI Reference

ChatGPT was used to reformat this lesson.
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OTAN activities are funded by contract CN220124 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.