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Punctuation Unit


Introduction

I designed this unit to help eighth grade English students at Star Valley Middle School learn about and begin to master punctuation.  Through this course of study, students will examine many types of punctuation, but they will particularly concentrate on commas.  We will use the Holt Elements of Language Textbook for instruction, practice, and feedback.   The format I have chosen is similar to what students will experience their freshmen year in high school.  Students will begin with a pretest and then proceed with reviews of critical concepts, the completion of exercises, and formative assessments.  They will complete their journey towards the mastery of punctuation by evaluating the knowledge and skills they have gained with an end-of-unit summative assessment.

Unit Goal

Students will demonstrate command of standard English conventions through the correct use of punctuation.

Relevant Common Core State Standards

L.8.2.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.

•Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

•Use an ellipsis to indicate an omission.

•Students will spell correctly

 Closing Notes

As one of your most important goals will be to pass the summative assessment assigned to this unit, you will need to develop the understanding and skill to independently complete the goals of this punctuation unit.  To help you on this journey towards independence, I will give you full access to my expertise and assistance on all exercises and allow you to redo these assignments as many times as you desire.  Furthermore, I will allow you to rework the reviews and the unit final for up to seventy percent credit. 

Day One

Assignments:

1.  Listen to the unit introduction.
2.  Before beginning the unit, record in your academic notebook rules you already know about the correct use of end marks, commas, semicolons, and colons.

Learning Scale for Assignment Two:

4-Topicsentence restates and adequately responds to the questions
  -Three to six detail sentences support the response stated in the topic sentence
  -The writer establishes and maintains a formal style
  -The writer demonstrates the use of standard language conventions at an eighth grade
    level
3--Topic sentence restates and adequately responds to the questions
  -One to three detail sentences support the response stated in the topic sentence
  -The writer establishes and maintains a formal style
  -The writer demonstrates the use of standard language conventions at an eighth grade
    level
2-Topic sentence restates and adequately responds to the questions
  -One to six detail sentences support the response stated in the topic sentence
1-Topic sentence restates and adequately responds to the questions

***Your score will be multiplied by two, making the assignment worth a total of eight points.

Assignment:

Complete the diagnostic preview in your Elements of Language Textbook (pages 628-629).

Scoring Guide:

-You will earn one point for correctly attempting each problem in the diagnostic preview.

Goal One:

Students will understand rules for the correct use of end marks.

Assignment:

1.  Copy critical concepts 23a. – 23d on pages 629 – 630 in your language textbook and review the accompanying exampples.

Learning Scale:

4-Exaclty copies each of the four critical concepts, demonstrates good penmanship
    and conventions
3-Exactly copies each of the four critical concepts
2-Exactly copies two or three of the critical concepts, demonstrates good penmanship
   and conventions
1-Exactly copies two or three of the critical concepts

Goal Two:

Students will identify the last word in a sentence and supply the appropriate end mark.

Assignment:

Complete Exercise 1 on page 630 in The Elements of Language Textbook.

Learning Scale:

4-Correctly identifies the last word in a sentence and supplies the appropriate end mark in nine or ten sentences (Grade = 8/8 points)
3-Correctly identifies the last word in a sentence and supplies the appropriate end mark in seven or eight of the problems (Grade = 6 /8 points)
2-Correctly identifies the last word in a sentence and supplies the appropriate end mark in five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)


Day Two

Goal One:

Students will understand how to punctuate correctly by learning rules about abbreviations.

Assignment:

Copy critical concept 23e and the four corresponding notes on pages 631-632 in the Elements of Language textbook and review all examples.

Learning Scale:

4-Exaclty copies the critical concept and four corresponding notes, demonstrates
   good penmanship and conventions
3-Exactly copies the critical concept and four corresponding notes
2-Exactly copies the critical concept and two or three of the corresponding
   notes, demonstrates good penmanship and conventions
1-Exactly copies the critical concept and two or three of the corresponding notes

Goal Two:

Students will write sentences adding periods, question marks, and exclamation points where they are needed.

 

Assignment:

Complete Review A on pages 632–633 in The Elements of Language textbook.

Learning Scale:

4-Correctly writes sentences adding periods, question marks, and exclamation points where needed on nine or ten of the assigned problems (Grade = 8/8 points)
3-Correctly writes sentences adding periods, question marks, and exclamation points where needed on seven or eight of the problems (Grade = 6 /8 points)
2-Correctly writes sentences adding periods, question marks, and exclamation points where needed on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Goal Three:

Students will understand how to use commas to separate items in a series.

Assignment:

Copy critical concepts regarding commas on page 633 in The Elements of Language textbook (the introductory statement and concept 23f).  Then, examine all accompanying examples.

Learning Scale:

4-Exaclty copies the introductory statement and the critical concept, demonstrates
    good penmanship and conventions
3-Exaclty copies the introductory statement and the critical concept
2-Exactly copies the critical concept, demonstrates good penmanship and conventions
1-Exactly copies the critical concept

Goal Four:

Students will be able to correct sentences by adding commas to separate items in a series.

Assignments:

Complete Exercise Two on page 635.

Learning Scale:

4-Corrects sentences by adding commas to separate items in a series on nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by adding commas to separate items in a series on seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by adding commas to separate items in a series on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Day Three

Goal One:

Students will understand how to use commas to separate two or more adjectives preceding a noun.

 Assignment:

Copy critical concept 23g on page 636 in The Elements of Language textbook and carefully review all examples.

Learning Scale:

2-Exaclty copies the critical concept, demonstrates good penmanship and conventions
1-Exaclty copies the critical concept

Goal Two:

Students will correct sentences by adding commas to separate two or more adjectives preceding a noun.

Assignments:

Complete Exercise Three on pages 636-637.

Learning Scale:

4-Corrects sentences by adding commas to separate two or more adjectives preceding a noun on nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by adding commas to separate two or more adjectives preceding a noun on seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by adding commas to separate two or more adjectives preceding a noun on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

 

Goal Three:


Students will understand how to use commas before coordinate conjunctions when they join independent clauses in compound sentences.

 

Assignment:

Copy critical concept 23h on page 637 in The Elements of Language textbook and study all of the accompanying examples.

Learning Scale:

2-Exaclty copies the critical concept, demonstrates good penmanship and conventions
1-Exaclty copies the critical concept

Goal Four:

Students will correct sentences by using commas before coordinate conjunctions when they join independent clauses in compound sentences.

Assignments:

Complete Exercise Four on page 638.

Learning Scale:

Assignment Two

4-Corrects sentences by using commas before coordinate conjunctions when they join independent clauses in compound sentences for nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by using commas before coordinate conjunctions when they join independent clauses in compound sentences for seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by using commas before coordinate conjunctions when they join independent clauses in compound sentences for five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Day Four

Goal One:

Students will understand how to use commas to set off an expression that interrupts a sentence and to set off nonessential participial phrases and nonessential subordinate clauses.

Assignments:

1.  Copy critical concepts 23i and 23i-1 on page 639 in The Elements of Language  textbook.
2.  As a class, review all examples on page 639 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment One:

4-Exaclty copies critical concepts 23i and 23i-1, demonstrates good penmanship and conventions
3-Exaclty copies critical concepts 23i and 23i-1
2-Exactly copies only one of the two critical concepts, demonstrates good penmanship and conventions
1-Exactly copies one critical concept only

Goal Two:

Students will correct sentences by use commas to set off an expression that interrupts a sentence and to set off nonessential participial phrases and nonessential subordinate clauses.

Assignment:

Complete Exercise five on pages 640-641.

Learning Scale:

4-Uses commas to set off an expression that interrupts a sentence and to set off nonessential participial phrases and nonessential subordinate clauses or correctly identifies when the phrase or clause is essential or restrictive on nine or ten of the assigned problems (Grade = 8/8 points)
3-Uses commas to set off an expression that interrupts a sentence and to set off nonessential participial phrases and nonessential subordinate clauses or correctly identifies when the phrase or clause is essential or restrictive on seven or eight of the problems (Grade = 6 /8 points)
2-Uses commas to set off an expression that interrupts a sentence and to set off nonessential participial phrases and nonessential subordinate clauses or correctly identifies when the phrase or clause is essential or restrictive on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Goal Three:

Students will understand how to use commas to set off nonessential appositives and nonessential appositive phrases.

Assignments:

1.  Copy critical concept 23i-2 on page 641 in The Elements of Language textbook.
2.  As a class, review all examples on page 641 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment One:

2-Exaclty copies the critical concept, demonstrates good penmanship and convention
1-Exaclty copies the critical concept

Goal Four:

Students will correct sentences by using commas to set off nonessential appositives and nonessential appositive phrases.

Assignment:

 

Complete Exercise Six on pages 641-642.

 

Learning Scale:

4-Corrects sentences by using commas to set off nonessential appositives and nonessential appositive phrases for nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by using commas to set off nonessential appositives and nonessential appositive phrases for seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by using commas to set off nonessential appositives and nonessential appositive phrases for five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Day Five

Goal One:

Students will understand how to use commas to set off words of direct address.

Assignments: 

1.  Copy critical concept 23i-3 on page 642 in The Elements of Language textbook.
2.  As a class, review all examples on page 642 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment Onew:
2-Exaclty copies the critical concept, demonstrates good penmanship and conventions
1-Exaclty copies the critical concept

Goal Two:

Students will correct sentences by using commas to set off words of direct address

Assignment:

Complete Exercise Seven on pages 642-643.

Learning Scale:

4-Corrects sentences by using commas to set off words of direct address on nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by using commas to set off words of direct address on seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by using commas to set off words of direct address on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

 

Goal Three:

 

Students will understand how to use commas to set off parenthetical expressions.


Assignments:

1.  Copy critical concept 23i-4 on page 643 in The Elements of Language textbook.
2.  As a class, review all examples on page 643 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment One:

2-Exaclty copies the critical concept, demonstrates good penmanship and conventions
1-Exaclty copies the critical concept

Goal Four:

Students will be able to correct sentences by using commas to set off parenthetical expressions.

Assignment:

Complete exercise eight on pages 643-644.

Learning Scale:

4-Corrects sentences by using commas to set off parenthetical expressions on nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by using commas to set off parenthetical expressions on seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by using commas to set off parenthetical expressions on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)


Day Six

Goal One:

Students will understand how to use commas to set off introductory elements such as mild exclamations, introductory phrases, and introductory clauses

Assignments:

1.  Copy critical concepts 23j, 23j-1, and 23j-2and the concept on adverb clauses on page 644 in The Elements of Language textbook.
2.  With the class review all examples on pages 644-645 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment One:

4-Exaclty copies critical concepts 23j, 23j-1, and 23j-2, demonstrates good penmanship and conventions
3-Exaclty copies critical concepts 23j, 23j-1 and 23j-2
2-Exactly copies only one or two of the three critical concepts, demonstrates good penmanship and conventions
1-Exactly copies only one or two of the three critical concepts

Goal Two:

Students will correct sentences by using commas to set off introductory elements such as mild exclamations, introductory phrases, and introductory clauses.

 

Assignment:

 

Complete exercise nine on pages 645-646.

Learning Scale:

4-Correctly uses commas to set off introductory elements such as mild exclamations, introductory phrases, and introductory clauses on nine or ten of the assigned problems (Grade = 8/8 points)
3-Correctly uses commas to set off introductory elements such as mild exclamations, introductory phrases, and introductory clauses on seven or eight of the problems (Grade = 6 /8 points)
2-Correctly uses commas to set off introductory elements such as mild exclamations, introductory phrases, and introductory clauses on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)


Goal Three:

Students will understand how to use commas in certain conventional situations such as separating items in dates and addresses and using them after salutations and closings in personal letters.

 

Assignments:

1.  Copy critical concepts 23k, 23k-1, and 23kj-2 on page 646 in The Elements of Language textbook.
2. With the class review all examples on pages 646 in the textbook to complete understanding of these concepts.

 

Learning Scale for Assignment One:

4-Exaclty copies critical concepts 23k, 23k-1, and 23k-2, demonstrates good penmanship and conventions
3-Exaclty copies critical concepts 23k, 23k-1 and 23k-2
2-Exactly copies only one or two of the three critical concepts, demonstrates good penmanship and conventions
1-Exactly copies only one or two of the three critical concepts

Goal Four:

Students will correct sentences by using commas in certain conventional situations such as separating items in dates and addresses and using them after salutations and closings in personal letters.

 

Assignment:

 

Complete exercise ten on pages 645-646.

 

Learning Scale:

4-Correctly uses commas in certain conventional situations such as separating items in dates and addresses and using them after salutations and closings in personal letters. on nine or ten of the assigned problems (Grade = 8/8 points)
3-Correctly uses commas in certain conventional situations such as separating items in dates and addresses and using them after salutations and closings in personal letters. on seven or eight of the problems (Grade = 6 /8 points)
2-Correctly uses commas in certain conventional situations such as separating items in dates and addresses and using them after salutations and closings in personal letters. on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Day Seven

Goal One:

Students will proofread a letter for correct use of end marks and commas, correct sentences by adding periods, question marks,exclamation points, and commas where they are needed, and correct a paragraph by adding periods, question marks, exclamation points and commas where they are needed.

Quiz (On End Marks and Commas):

Complete reviews B, C,and D on pages 647-649 in your textbook

Scoring Guide:

Students will earn two points for each correct response.


Day Eight

Goal One:

Students will understand how to use a semicolon.

Assignments:

1.  Copy critical concepts 23l, 23m, and 23n on pages 649-650 in The Elements of Language textbook.
2.  With the class review all examples on pages 649-651 in the textbook to complete understanding of these concepts.

Learning Scale:

Assignment One
4-Exaclty copies critical concepts 23l, 23m, and 23n, demonstrates good penmanship and conventions
3-Exaclty copies critical concepts 23l, 23m, and 23n
2-Exactly copies only one or two of the three critical concepts, demonstrates good penmanship and conventions
1-Exactly copies only one or two of the three critical concepts

Goal Two:

Students will correct sentences by adding semicolons and commas.

Assignment:

Complete exercise eleven on pages 651-652.

Learning Scale:

4-Corrects sentences by adding semicolons and commas on nine or ten of the assigned problems (Grade = 8/8 points)
3-Corrects sentences by adding semicolons and commas on seven or eight of the problems (Grade = 6 /8 points)
2-Corrects sentences by adding semicolons and commas on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

 

Goal Three:

Students will understand how to use colons before a list of items, before certain statements, in certain conventional situations, between hour and the minutes, after the salutation of a business letter and between chapters and verses and titles and subtitles.

Assignments:

1.  Copy critical concepts 23o, 23p, 23q, and 23r. 23r-1, 23r-2, and 23r-3 on pages 652-653 in The Elements of Language textbook.
2.  With the class review all examples on pages 652-653 in the textbook to complete understanding of these concepts.

Learning Scale for Assignment One:

4-Exaclty copies critical concepts 23o, 23p, 23q, 23r, 23r-1, 23r-2, and 23r-3, demonstrates good penmanship and conventions
3-Exaclty copies critical concepts 23o, 23p, 23q, 23r, 23r-1, 23r-2, and 23r-3
2-Copiesless than four of the seven critical concepts, demonstrates good penmanship and conventions
1-Copies less than four of the seven critical concepts

Goal Four:

Students will correct sentences by adding colons.

Assignment:

Complete exercise twelve on pages 652-653.

Learning Scale:

4-Correct sentences by adding colons on nine or ten of the assigned problems (Grade = 8/8 points)
3-Correct sentences by adding colons on seven or eight of the problems (Grade = 6 /8 points)
2-Correct sentences by adding colons on five or six of the problems (Grade = 4/8 points)
1-Successfully completes one, two, three, or four of the problems (Grade = 2/8 points)

Day Nine

Goal One:

Students will correct sentences by adding punctuation.

Unit Final:

 

Complete the chapter review page 655 in your textbook.  This is the summative assessment for this unit.

 

Scoring Guide:

 

Students will earn five points for each correct response.