New York State Academy for Teaching and Learning

Learning Experience—Final

Contact Information
Name: Melissa Schlegel
Address: 40 Stewart Drive Depew, NY 14043
Phone Number: (716) 341-1872
E-Mail Address:

School Information

Grade Level Instructed / Eleventh Grade
Content Area / English Language Arts
School / Starpoint High School
Mr. Al Franco
School Address / 4363 Mapleton Road
Lockport, NY 14094
(716) 210-2300

Title of Learning Experience: “Comma and Semi-Colon Usage”

Common Core Standard: ELA L. 9-10. 2a

Common Core Anchor: Conventions of Standard English

Strand: Language

Grade: 9-10

Standard: 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a.  Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Standard Instructional Level Being Assessed: Commencement


Learning Context

Purpose/ Rationale for Learning Experience:

Commas and semi-colons are essential tools for writing efficiently. When used properly, commas and semi-colons help writing flow smoothly and appear more professional. Without these two punctuation marks, sentences often turn into run-on sentences and/or become difficult to read. Using accurate punctuation ensures that the reader will comprehend the correct message the author is trying to convey. Writing well, with correct punctuation, is a necessary skill not only for high school but throughout college and the workforce.

This lesson was taught to three eleventh grade English Regents classes. The Common Core asserts that this skill is one that should be taught in ninth and tenth grade classes, but I found that this knowledge was severely lacking in my eleventh graders’ writing. While reading their essays, I discovered a deficiency in correct usage of semi-colons and commas and decided that although this is considered a lesson for younger students, it was necessary to teach this to my classes.

This lesson is a brief grammar lesson taught in one 40 minute class period. This lesson was taught in between unit plans and was enacted due to a significant lack in knowledge of the uses of semi-colons and commas. The lesson began with a Diagnostic Test which the students later corrected on the board. This was followed by a definition for the students’ notes, a large group activity, and a worksheet which was similar to the diagnostic test. The formal assessment was formatted like a Question 26 from the eleventh grade New York State English Regents Exam. It was turned in using Turnitin.com and was graded using rubric.

Objectives:

1.)  Students will be able to correctly use a comma in a sentence with two independent clauses.

2.)  Students will be able to correctly use a semi-colon in a sentence with two independent clauses.

Enduring Understandings:

·  Learn when and how to use a comma to link two independent clauses

·  Learn when and how to use a semi-colon to link two independent clauses

Essential Questions:

·  Why is proper grammar important?

·  What are the uses of commas?

·  Why do we use commas?

·  What are the uses of semi-colons?

·  Why do we use semi-colons?

Guiding Questions:

·  What are independent clauses?

·  When do we use a comma to link two independent clauses?

·  When do we use a semi-colon to link two independent clauses?

·  What is wrong with a sentence that does not have the correct commas?

·  What is wrong with a sentence that does not correctly use semi-colons?

·  Are there any patterns that we see when a comma is used between two independent clauses?

·  When two independent clauses require a semi-colon, why would it be incorrect to use a comma?

Congruency Table

Common Core Standard: ELA

CCR Anchor: Conventions of Standard English

Strand: Language (L)

Grade: Ninth and Tenth

Standard: 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a.  Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Learning Objectives / Instructional Task / Student Work / Assessment Tool
Students demonstrate command of the conventions of Standard English punctuation through the correct use of a comma or semi-colon to link two or more closely related independent clauses. / - Pre-assessment: Students independently complete a Diagnostic test worksheet which requires them to insert or delete semi-colons or commas to link two closely related independent clauses. / - Diagnostic test worksheet (A3)
- Students correct the sentences on the board from the worksheet. / - Students hand in diagnostic test, and it is corrected the teacher.
- Students correct the sentences from the worksheet on the whiteboard.
Students demonstrate command of the conventions of Standard English punctuation through correct use of a comma or semi-colon to link two or more closely related independent clauses. / - Students help to create a definition when to use a semi-colon to link to or more closely related independent clauses. / - Large group discussion to create semi-colon definition.
- Students copy definition into notes.
- Formative group work (A5) / -Selected students receive slips of paper which form a sentence with a semi-colon or comma. At the front of the class, they organize the slips into a sentence. The class indicates if it is correct using a thumb up or thumb down. The teacher monitors participation and who is correct.
Students demonstrate command of the conventions of Standard English punctuation through correct use of a comma to link two or more closely related independent clauses that contain a coordinating conjunction. / - Students help to create a definition for when to use a comma, rather than a semi-colon, to link two closely related independent clauses. / - Large group discussion to create comma definition.
- Students copy definition into notes.
- Formative group work (A5) / -Selected students receive slips of paper which form a sentence with a semi-colon or comma. At the front of the class, they organize the slips into a sentence. The class indicates if it is correct using a thumb up or thumb down. The teacher monitors participation and who is correct.
Students demonstrate command of the conventions of Standard English punctuation through correct use of a comma or semi-colon to link two or more closely related independent clauses. / - Students independently complete a Summative test worksheet which requires them to insert or delete semi-colons or commas to link two closely related independent clauses.
- The students write a paragraph which establishes a controlling idea, uses direct examples from text to support the idea, and also uses two semi-colons and two commas to link two or more closely related independent clauses. / - Summative test worksheet (A4)
- Paragraph written independently and turned in using Turnitin.com / - Students complete a Summative Test which is corrected by the teacher using an answer key.
- Students write a paragraph to answer Question 26 from the New York State English Regents Exam (A6). It must correctly use two semi-colons and two commas to link two or more closely related independent clauses. It is graded using a Comma and Semi-Colon Usage Rubric (A7).

Class Background:

The classroom for this lesson is set up with 26 desks in rows all facing the whiteboard and SmartBoard. There is a podium at the front of the class where the teacher teaches each lesson. Please refer to Appendix B for a classroom layout.

There are a total of 69 students across three 11th grade English Regents classes. One class contains 11 students with IEPs, and there is a Special Education teacher present during the class to help facilitate. One of the students has physical disabilities and has a personal aide with her to help take notes.

All of the students are familiar with the classroom layout, rules, and procedures which can be found in Appendix 1 A2-A4.

Overview of prior knowledge students need in order to succeed:

·  Definition of independent clauses

·  Know how to write a paragraph

·  Know how to establish a controlling idea

·  Know how to support a controlling idea with support from texts

During and After the Implementation of LE:

·  Students will see examples of independent clauses that are linked with coordinating conjunctions and how a comma is used in this situation.

·  Students will see examples of related, independent clauses which do not use coordinating conjunctions and are linked with a semi-colon.

·  Students will correct sentences with errors in semi-colons and commas.

·  Students will create sentences which use commas and semi-colons to link two independent, related clauses.

Key Subject-Specific Vocabulary:

·  Independent Clause: A group of words that contain a subject and verb and create a complete thought

·  Semi-Colon: A punctuation mark which links two related, independent clauses when there is no coordinating conjunction. (;)

·  Comma: A punctuation mark which has multiple uses. In this lesson, it is used between two related, independent clauses which are linked with a coordinating conjunction. (,)

·  Coordinating Conjunction: A word which links two clauses. They are and, but, for, or, nor, so, yet.

Assessment Plan

At the beginning of this lesson, the students complete a pre-assessment Diagnostic Test Worksheet. The worksheet has 10 sentences which need to be corrected. The sentences may need an addition or deletion of a comma or semi-colon. Some sentences are already correct, and the students need to indicate this with a C. After the students complete the test, they are collected and later graded by the teacher using an answer key. Once the tests are collected, selected students correct the sentences on the whiteboard. The class indicates which are correct through thumb up and thumb down symbols. This allows for me, the teacher, to gauge how much instruction is necessary for each class.

After students have received definitions and examples of when to use semi-colons and commas, they participate in a formative group assessment. Random students are called to the front of the class and receive a slip of paper with parts of a sentence on it. They listen to a sentence and decide how they should be organized and whether they need a semi-colon, comma, or both. When they believe they are correct, the class tells them if they are correct using a thumb up or thumb down. I monitor the class during this time and prod students who are not actively participating. Depending upon how many students know if the sentence is correct, determines how many times we complete this activity.

After the lesson, the students receive a worksheet similar to the pre-assessment. The Summative Test worksheet is completed independently, collected by the teacher, and later corrected using a teacher answer key. This is used to gauge how well students have moved from developing to proficient or distinguished.

As a final assessment, the students write paragraph to answer Question 26 from the NYS English Regents Exam. They need to use at least two semi-colons and two commas to link two closely related independent clauses. The students submit their work on TurnItIn.com. It is graded using a Comma and Semi-Colon Rubric (A7). Students will not be part of the grading process for this assignment. The paragraph is graded out of 24 points and recorded in a computer grade book. The students’ final grade for the quarter is decided by the amount of points they earn on all of their assignments.

The rubric aligns with the Common Core Standard because is measures how well the students know how to use proper punctuation. After this lesson, the students should be able to combine two closely related independent clauses using either a coordinating conjunction and a comma or by using a semi-colon. The rubric also aligns with the New York State Regents exam because it measures how well the students are able to find a controlling idea between two passages, and then support it with examples from the text.

Comma and Semi-colon Rubric

Attribute / 4 / 3 / 2 / 1
Semi-Colon Usage
(Out of 6 points) / Semi-colons are used correctly in two instances to link two or more closely related independent clauses. / The independent clauses are not closely related and do not need a semi-colon in one instance.
Or
One sentence is missing semi-colons between two or more closely related clauses.
Or
A coordinating conjunction is used in a sentence, in one instance, with a semi-colon.
Or
Only one semi-colon is used. / The closely related independent clauses are not closely related and do not need a semi-colon in two instances.
Or
Two sentences are missing semi-colons between two or more closely related clauses. / Semi-colons are not used.
Or
A coordinating conjunction is used in all sentences with a semi-colon.
Comma Usage
(Out of 6 points) / Commas are used correctly in at least two instances to separate two closely related clauses when they are joined with a coordinating conjunction. / There is no coordinating conjunction in one instance between two closely related clauses where a comma is being used.
Or
A comma is forgotten in one instance between two closely related clauses linked with a coordinating conjunction. / A comma is forgotten in two instances between two closely related clauses linked with a coordinating conjunction but used correctly at least once. / Commas are not used to link two closely related clauses with a coordinating conjunction.
Controlling Idea
(Out of 6 points) / Establishes an appropriate controlling idea which links the two passages. / Has an unclear controlling idea
Or
Implies a controlling idea / The paragraph is a personal response. / There is no controlling idea.
Or
The controlling idea does not link the two passages.
Support for Controlling Idea
(Out of 6 points) / Supports the controlling idea with one direct detail from each passage. / Supports the controlling idea with only one direct example or overly general information. / The paragraph is a plot summary of each passage. / Does not support the controlling idea with any information from the passages.

Additional Comments:

Student Work

This lesson was taught in three 11th grade English Regents classes. The students are generally very capable, but it is obvious that there are deficits in their knowledge of semi-colons and commas. Through reading their previous writing samples, I could see that in each class there was difficulty in using commas and semi-colons correctly. Either the punctuations marks would be used in the wrong place or they would be missing which leads to run-on sentences. Because each class’s abilities varied, I created a lesson which could be adjusted as we went through the activities.