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English lesson plan · 6th grade (Year 7 in England) · 45 minutes

Fragments and run-on sentences

Writing & Editing

CCSS L.6.1CCSS L.4.1.FEngland: KS2 SATs GPSEngland: KS3 Writing

Objective and success criteria

Students will: Fragments and run-on sentences.

  • 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: What makes a sentence?; Combining sentences

Leads to: Concision: cutting wordiness and redundancy; Sentence boundaries (SAT/ACT); Spotting and fixing comma splices

Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (What makes a sentence?; Combining sentences). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which one is a complete sentence? • the wind blew • The wind blew the leaves. • The wind the leaves. • blew the leaves (the wind blew / The wind blew the leaves. / The wind the leaves. / blew the leaves) → The wind blew the leaves.Prompt: A sentence needs someone or something AND what they do.
  2. Which is the best way to join these sentences? Ada has a cat. Ada has a rabbit. • Ada has a cat and Ada a rabbit has. • Ada has a cat, a rabbit and. • Ada has a cat, Ada has a rabbit. • Ada has a cat and a rabbit. (Ada has a cat and Ada a rabbit has. / Ada has a cat, a rabbit and. / Ada has a cat, Ada has a rabbit. / Ada has a cat and a rabbit.) → Ada has a cat and a rabbit.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
  3. Which one is a complete sentence? • On the swings. • We played on the swings. • Played the swings • we played on (On the swings. / We played on the swings. / Played the swings / we played on) → We played on the swings.Prompt: A sentence needs someone or something AND what they do.

Hook · 5 min

  • Show two openings to the same piece of writing and ask which makes them want to read on.
  • Share the objective: Fragments and run-on sentences. 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 a fragment, a run-on, or a correct sentence? The bus was late, we missed the start of the film.
  • Step 1: A fragment lacks a main clause. A run-on (or comma splice) joins two main clauses without proper punctuation or a conjunction.
  • Step 2: So the answer is: run-on
  • Answer: run-on
  • 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.
  1. Is this a fragment, a run-on, or a correct sentence? Which was the best day of the holiday. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?
  2. Is this a fragment, a run-on, or a correct sentence? My brother plays the drums, and my sister plays the flute. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

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.
  1. Is this a fragment, a run-on, or a correct sentence? My brother plays the drums, and my sister plays the flute. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?
  2. Is this a fragment, a run-on, or a correct sentence? Although she was tired, Anya finished her book. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

Watch out for

  • Writing everything at once without planning.
  • Editing only spelling and not whether the writing makes sense.

Support and stretch

Support

  • Review first: What makes a sentence?.
  • Use concrete materials: a model text.
  • 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: Concision: cutting wordiness and redundancy; Sentence boundaries (SAT/ACT); Spotting and fixing comma splices.
  • 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-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Fragments and run-on sentences

Name

Date

Score/ 8

  1. Question 1

    Is this a fragment, a run-on, or a correct sentence? My brother plays the drums, and my sister plays the flute.

    • A. fragment
    • B. run-on
    • C. correct sentence

  2. Question 2

    Is this a fragment, a run-on, or a correct sentence? Running down the hill towards the river.

    • A. fragment
    • B. run-on
    • C. correct sentence

  3. Question 3

    Is this a fragment, a run-on, or a correct sentence? Which was the best day of the holiday.

    • A. fragment
    • B. run-on
    • C. correct sentence

  4. Question 4

    Is this a fragment, a run-on, or a correct sentence? Because the bus was late.

    • A. fragment
    • B. run-on
    • C. correct sentence

  5. Question 5

    Is this a fragment, a run-on, or a correct sentence? The bus was late, so we missed the start of the film.

    • A. fragment
    • B. run-on
    • C. correct sentence

  6. Question 6

    Is this a fragment, a run-on, or a correct sentence? After the long walk home through the snow.

    • A. fragment
    • B. run-on
    • C. correct sentence

  7. Question 7

    Is this a fragment, a run-on, or a correct sentence? The storm was loud I couldn't sleep at all.

    • A. fragment
    • B. run-on
    • C. correct sentence

  8. Question 8

    Is this a fragment, a run-on, or a correct sentence? I love swimming it is the thing I enjoy most.

    • A. fragment
    • B. run-on
    • C. correct sentence

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Answer key: Fragments and run-on sentences

  1. 1. C. correct sentence

  2. 2. A. fragment

  3. 3. A. fragment

  4. 4. A. fragment

  5. 5. C. correct sentence

  6. 6. A. fragment

  7. 7. B. run-on

  8. 8. B. run-on