Day 1: What Are Run-On Sentences?

Standard Alignment

• CCSS.ELA-LITERACY.L.4.2.B: Use a comma before a coordinating conjunction in a compound sentence.
• CCSS.ELA-LITERACY.L.4.3.A: Choose words and phrases to convey ideas clearly.

Learning Objectives

• I can identify run-on sentences when I read them.
• I can explain why run-on sentences confuse readers.

Success Criteria

• Students will correctly identify run-on sentences in examples with 80% accuracy.
• Students will orally explain in their own words why run-ons need fixing.

Materials

• Whiteboard and markers
• Sentence strips with examples of run-ons and correctly punctuated sentences
• Student notebooks

Lesson Structure (20 minutes)

I Do (7 minutes)

• Begin by writing a simple run-on sentence on the board:
  “I like ice cream it is very sweet.”
• Explain: “This is a run-on sentence because it has two complete ideas that are stuck together without proper punctuation or a connecting word.”
• Show a corrected version:
  “I like ice cream because it is very sweet.” or
  “I like ice cream, and it is very sweet.”
• Model how adding a comma and a conjunction or changing to two sentences fixes it.
• Use think-alouds: “If I don’t use punctuation or the right words, my reader gets confused.”

We Do (7 minutes)

• Present 3 sentences on the board, two run-ons and one correct.
• As a class, identify which are run-ons and explain why together.
• Example:
  1. “She runs fast she wins races.” (run-on)
  2. “The dog barked loudly.” (correct)
  3. “I want to read I like books.” (run-on)
• Invite students to suggest ways to fix the run-ons. Write corrections on the board.

You Do (6 minutes)

• Hand out 4 sentence strips/thread cards (2 run-on, 2 correct).
• Students work independently to mark which are run-ons and rewrite the run-ons correctly in their notebooks.
• Collect notebooks for a quick formative check.

Differentiation

• Support: Provide sentence strips with visuals (happy/sad faces for correct/incorrect).
• Challenge: Ask advanced learners to create their own run-on sentence with two independent clauses.

Extension

• Encourage advanced students to find run-ons in a favorite book or story at home.

---

Day 2: Types of Run-On Sentences

Standard Alignment

• CCSS.ELA-LITERACY.L.4.2: Demonstrate command of conventions of standard English grammar and usage when writing or speaking.

Learning Objectives

• I can name two types of run-on sentences: fused sentences and comma splices.
• I can give examples of fused sentences and comma splices.

Success Criteria

• Students correctly classify example sentences as fused or comma splice with 80% accuracy.
• Students explain the difference between the two types using their own words.

Materials

• Whiteboard and markers
• Chart showing definitions of fused sentences and comma splices with examples
• Student notebooks

Lesson Structure (20 minutes)

I Do (7 minutes)

• Define fused sentence: two independent clauses joined with no punctuation or conjunction.
• Model example: “He plays soccer he likes the game.”
• Define comma splice: two independent clauses joined only with a comma, no conjunction.
• Model example: “She is kind, she helps her friends.”
• Write both examples on the board and explain the punctuation errors.

We Do (7 minutes)

• Present 4 sentences: 2 fused, 2 comma splices.
• Work as a class to label each as fused or comma splice.
• Ask students to suggest corrections aloud and write a model fix on the board.

You Do (6 minutes)

• In pairs, students receive 3 sentences to classify as fused or comma splice and correct them.
• Share answers with a partner and then as a class.

Differentiation

• Support: Provide sentence frames for corrections (e.g., “I can fix this sentence by adding ____”).
• Challenge: Ask advanced students to create their own fused and comma splice sentences.

Extension

• Students write a short paragraph using at least one fused sentence and one comma splice, then edit their own work.

---

Day 3: How to Correct Run-On Sentences

Standard Alignment

• CCSS.ELA-LITERACY.L.4.2.B: Use a comma before a coordinating conjunction in a compound sentence.
• CCSS.ELA-LITERACY.L.4.3.C: Use a comma to separate items in a series.

Learning Objectives

• I can fix run-on sentences using three strategies:
  1. Separate into two sentences
  2. Use a comma and coordinating conjunction
  3. Use a semicolon appropriately
• I can explain why each fix works.

Success Criteria

• Students rewrite 3 run-on sentences correctly using each method.
• Students justify their choice of correction method aloud or in writing.

Materials

• Whiteboard and markers
• Sentence correction worksheets with 3 run-on sentences per student
• Notebooks or writing paper

Lesson Structure (20 minutes)

I Do (7 minutes)

• Review one run-on sentence: “I want to go outside I like to play.”
• Model three corrections:
  1. “I want to go outside. I like to play.” (two sentences)
  2. “I want to go outside, and I like to play.” (comma + conjunction)
  3. “I want to go outside; I like to play.” (semicolon)
• Explain when and why you might choose each fix.

We Do (7 minutes)

• Project three run-on sentences.
• Work together to fix each one using different methods.
• Discuss which correction seems best and why.

You Do (6 minutes)

• Students receive a worksheet with 3 run-on sentences.
• Independently fix each sentence using a different correction method.
• Turn in worksheet for assessment.

Differentiation

• Support: Sentence starters for corrections.
• Challenge: Encourage advanced students to explain the difference between a semicolon and a conjunction fix in writing.

Extension

• Students write a short story paragraph, intentionally include one run-on sentence, then edit and correct it before sharing.

---

Summary

This three-day, 20-minute-per-day unit builds deep understanding of the problem, types, and fixes for run-on sentences, fully aligned with CCSS standards. It uses a gradual release ("I do, we do, you do") model that encourages student engagement, cooperative learning, and independent mastery, with supports and challenges tailored for diverse learners. This lesson plan is designed not only to teach grammar but to empower confident writers who can self-edit and communicate clearly.