Background
I tried something new this year, and I am so excited to share this activity with you! First, you need to know the background students were given before completing this activity. This activity was designed for intermediate students, particularly fifth graders. Using the text,
Mechanically Inclined, I provided students with background on basic sentence structure (subjects/predicates) in addition to different types of sentences (simple, compound, and complex).
Mechanically Inclined provides visuals and great scaffolds for students to help them understand independent and dependent clauses. My favorite is teaching them AAAWWWUBBIS (yes, we howl this) words which start dependent clauses at the beginning of sentences. Additionally, I teach the students a "Coordinating Conjunction Dance" to the tune of "Jump on it". They shake their hips and say a conjunction to each beat of the song. "But, or, nor, for, so, yet, and - conjunction! conjunction! conjunction!" Boy oh boy - do they remember coordinating and subordinating conjunctions now thanks to this! Anything to make it fun and memorable! To wrap it up, you may want to be sure students can identify and create all three types of sentences before this activity.
Activity
I planned 6 stations to address 6 different comma rules - Dates, listing, compound sentences, complex sentences, dialogue, and appositives. I found 1-3 mentor texts and bookmarked different places in the text students should read and analyze. In groups of three, they had to form a generalization about that particular comma rule and record it on their handout. They were given 2-3 minutes at each station. Afterwards, we collaborated as a class. Finally, students were given the comma rule handout below, and we matched our generalizations to the notes. As you can see, there are 9 below, so this activity didn't address all of them due to time constraints. Students will be taught these in isolation, but you can easily add them into stations as well.
Purpose
It is imperative that students use a variety of sentences in their writing. I encourage them to use more complex and compound sentences in their writing. In addition, Common Core now expects students to have knowledge of sentence structure and a greater awareness of mechanics. After thorough review and application, students will take a culminating test on comma rules. See my TPT store for this worthwhile resource!
Get Comma Test Here!
Sharing our thinking as we form our generalizations together.
What generalization can you make about how this comma is used?
Sample student response
Comma Rules
1. List nouns and adjectives.
a.
The hairy, scary monster
jumped out from under my bed.
b.
I would like relish, mustard,
and ketchup on my hot dog, please.
2. Dates – in between number and
year
a.
October 31, 2013
3. Used to separate dialogue
from the rest of the text.
a.
My mom exclaimed, “Wow! You
look great!”
4. Used to add words or a phrase
that gives more information about the subject.
a.
My dog, Bailey, was adopted
from a shelter.
b.
The man, whose name we shall
not mention, is going to prison.
5. Used to offset “Yes” or “No”.
a.
Yes, I would have to say I
was very scared.
6. Used after an introductory
word
a.
Finally, we left.
b.
Next, mix your ingredients
together.
7. Direct Address
a.
Brandi, would you like some
pizza?
b.
I love your hair, Drew.
Before a coordinating
conjunction joining two sentences together.
a. but, or, nor, for,
so, yet, and
b.
I am tired, but I am still
going to stay up to watch The Walking Dead.
9. After a subordinating
conjunction is used at the beginning of a sentence.
a. After, although,
as, as if, as long as, although, because, before, if, in order that, provided
that, since, so, so that, though, till, unless, until, when where, whereas,
while
b.
Although I am a fan of
hamburgers, I do not enjoy eating them from McDonald’s.
c.
As long as you do your
homework, you can play outside.
