Revising Run-On Sentences
This 5-day ELA packet for 8th graders focuses on revising run-on sentences. Students will learn to identify sentence types and practice transforming sentences with multiple independent clauses into varied simple, compound, and complex structures. The content connects to themes of choices and identity found in classic literature.
“Create a resource for my students to learn how to revise run-on sentences to turn them into a variety of compound, simple, and complex sentences. For example - each day, give them a sentence that contains 4 independent clauses. Students should revise the run-on so that they have at least 2 sentence types (simple, compound, complex, or compound-complex). Please provide students with an overview of each type of sentence for day 1 bell work (they should be given definitiosn and asked to identify different types of sentences). For days 2-5 have students revise sentences like the ones I mentioned above. All sentences should revolve around the topic of "choices defining who we are" and connect to "The Road Not Taken" "Abuela Invents the Zero," The House on Mango Street, or "I Am Nobody" by Emily Dickinson.”
Teacher Guide & Tips
- Use Day 1 for bell work introducing sentence types and their definitions.
- Days 2-5 provide practice revising run-on sentences, connecting to literary themes.
- Discussion question: How can sentence structure impact the meaning or emphasis of a sentence?
- Scaffold for struggling readers: Provide sentence frames or examples of correct revisions.
- Extension for advanced students: Challenge them to revise sentences into compound-complex structures or to write their own run-on sentences for peers to revise.
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Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free“Create a resource for my students to learn how to revise run-on sentences to turn them into a variety of compound, simple, and complex sentences. For example - each day, give them a sentence that contains 4 independent clauses. Students should revise the run-on so that they have at least 2 sentence types (simple, compound, complex, or compound-complex). Please provide students with an overview of each type of sentence for day 1 bell work (they should be given definitiosn and asked to identify different types of sentences). For days 2-5 have students revise sentences like the ones I mentioned above. All sentences should revolve around the topic of "choices defining who we are" and connect to "The Road Not Taken" "Abuela Invents the Zero," The House on Mango Street, or "I Am Nobody" by Emily Dickinson.”
Teacher Guide & Tips
- Use Day 1 for bell work introducing sentence types and their definitions.
- Days 2-5 provide practice revising run-on sentences, connecting to literary themes.
- Discussion question: How can sentence structure impact the meaning or emphasis of a sentence?
- Scaffold for struggling readers: Provide sentence frames or examples of correct revisions.
- Extension for advanced students: Challenge them to revise sentences into compound-complex structures or to write their own run-on sentences for peers to revise.
Revising Run-On Sentences
This 5-day ELA packet for 8th graders focuses on revising run-on sentences. Students will learn to identify sentence types and practice transforming sentences with multiple independent clauses into varied simple, compound, and complex structures. The content connects to themes of choices and identity found in classic literature.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free