English lesson plan · 7th grade (Year 8 in England) · 45 minutes
Spotting and fixing comma splices
Punctuation
CCSS L.7.2CCSS L.7.1England: KS3 English (punctuation)England: GCSE English Language (AO6 sentence demarcation)England: SAT Standard English Conventions (Boundaries)
Objective and success criteria
Students will: Spotting and fixing comma splices.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Comma before and/but: compound sentence or compound verb?; Fragments and run-on sentences
Leads to: Semicolon, comma or no punctuation?
Materials: Punctuation cards, A short unpunctuated text, Highlighters, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Comma before and/but: compound sentence or compound verb?; Fragments and run-on sentences). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Does this sentence need a comma before the conjunction? The kettle boiled so I made some tea. (yes / no) → yesPrompt: Cover everything before the conjunction. Is what's left a full sentence?
- Is this a fragment, a run-on, or a correct sentence? The cake was delicious, everyone wanted another slice. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
- Which sentence is punctuated correctly? • She, opened the letter and smiled. • She opened the letter, and smiled. • She opened, the letter and smiled. • She opened the letter and smiled. (She, opened the letter and smiled. / She opened the letter, and smiled. / She opened, the letter and smiled. / She opened the letter and smiled.) → She opened the letter and smiled.Prompt: Is there a subject AFTER the and/but/so/or?
Hook · 5 min
- Read a short passage with no punctuation and let the class hear why it's confusing.
- Share the objective: Spotting and fixing comma splices. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this sentence correct, a comma splice, or a run-on? It was raining, we stayed inside.
- Step 1: A comma splice joins two independent clauses with only a comma; a run-on joins them with nothing.
- Step 2: A comma alone can't join two independent clauses.
- Step 3: So the answer is: comma splice
- Answer: comma splice
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this sentence correct, a comma splice, or a run-on? My phone died, so I couldn't call home. (correct / comma splice / run-on (fused) sentence) → correctPrompt: Count the independent clauses (subject + verb that could stand alone).
- This sentence is a comma splice. Which choice fixes it correctly? I love that song, it reminds me of summer. • I love that song; it reminds me of summer. • I love that song, it, reminds me of summer. • I love, that song it reminds me of summer. • I love that song it reminds me of summer. (I love that song; it reminds me of summer. / I love that song, it, reminds me of summer. / I love, that song it reminds me of summer. / I love that song it reminds me of summer.) → I love that song; it reminds me of summer.Prompt: Five fixes: full stop, semicolon, comma + conjunction (and, but, so), a subordinating word (because, since), or a relative clause (who, which).
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- This sentence is a comma splice. Which choice fixes it correctly? The sun came out, we went to the beach. • The sun came out we went to the beach. • The sun came out, then we went to the beach. • The sun came out, so we went to the beach. • The sun, came out, we went to the beach. (The sun came out we went to the beach. / The sun came out, then we went to the beach. / The sun came out, so we went to the beach. / The sun, came out, we went to the beach.) → The sun came out, so we went to the beach.Prompt: Five fixes: full stop, semicolon, comma + conjunction (and, but, so), a subordinating word (because, since), or a relative clause (who, which).
- Is this sentence correct, a comma splice, or a run-on? Leo smiled, he waved at the crowd. (correct / comma splice / run-on (fused) sentence) → comma splicePrompt: Count the independent clauses (subject + verb that could stand alone).
Watch out for
- Using commas where a full stop (period) is needed.
- Putting apostrophes in plurals (apple's).
Support and stretch
Support
- Review first: Comma before and/but: compound sentence or compound verb?.
- Use concrete materials: punctuation cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Semicolon, comma or no punctuation?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder