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Mastering Colons and Semicolons: Effective Usage in Writing

This lesson aims to enhance students' understanding of colons and semicolons. Students will bring their IR books and use their highlighters on yesterday's notes to complete the Do Now section. The objective is for students to correctly use colons and semicolons in various sentences. The agenda includes sharing out, homework check, practice activities, and a closing discussion. Students should have their homework materials ready and will actively engage in correcting sentences during the session.

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Mastering Colons and Semicolons: Effective Usage in Writing

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  1. Homework: “Colons and Semicolons”Bring your IR book tomorrow. Do Now • Take your remote. • Take out a highlighter and yesterday’s “Colons and Semicolons” notes. • Complete the DO NOW section of your pink classwork. • Can you tell the difference between semicolon usage and colon usage?

  2. Objective: SWBAT correctly use colons and semicolons. Agenda: • Do Now/Share-out (10) • HW Check (15) • Practice (20) • Share-Out (20) • Closing (5)

  3. Place these things on your desk: • Yellow “Colons” homework, • Pink “Colons and Semicolons,” • Blue/gray “Colons” and “Semicolons” notes, • Yellow “Colons and Semicolons” homework, • A highlighter, and • A pencil.

  4. Binder • Add to your TOC: • 58. Colons • Add #59 to the bottom of your sheet.

  5. Homework Check • This should be instant.

  6. 1. The recipe calls for a variety of fish sardines, anchovies, halibut, and herring. • The recipe calls for: a variety of fish sardines, anchovies, halibut, and herring. • The recipe calls for a variety: of fish sardines, anchovies, halibut, and herring. • The recipe calls for a variety of fish: sardines, anchovies, halibut, and herring.

  7. 4. I’ll tell you what I’m going to do I’m going to quit. • I’ll tell you: what I’m going to do I’m going to quit. • I’ll tell you what I’m going to do: I’m going to quit. • I’ll tell you what I’m going to do I’m going to: quit.

  8. (15) a much bigger problem; a full meltdown of the nuclear cores • a much bigger problem; a full meltdown of the nuclear cores • a much bigger problem a full meltdown of: the nuclear cores • a much bigger problem: a full meltdown of the nuclear cores

  9. 19. • hard to overstate, Japanese reactor operators now have little choice, • hard to overstate. Japanese reactor operators now have little choice • hard to overstate: Japanese reactor operators now have little choice

  10. Transition • Pass up the remotes. • Flip to the pink classwork.

  11. Do Now Share-out • To the ELMO!

  12. Elmo Time • Student HW sentences (if time) • Model • Pair Work • Independent Work • Students correcting on the Elmo

  13. Closing • Let’s look at your homework.

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