Instructional Plan (iPlan) Template

Name of Teacher Emarie Jane Caramelo Grade Level 3rd

Lee Enad
Geia Jocelle Sato
Learning Area English Proficiency 2 Quarter Finals
Competency
iPlan No. ___2__ Date November 13, 2023 Duration 15 minutes
Key understandings to Understanding the types of run-on sentences and how to correct run-on sentences and
be developed improve writing skills.
Identify the different types of run-on sentences: (fused sentences,
Knowledge comma splice, and polysendeton)

Correct run-on sentences using appropriate punctuations.

Learning Objectives Skills
Develop an appreciation for the importance of proper punctuation in
Attitude written communication.

✓Visual Aid;
✓Board and Chalk
References: The Elements of Style by William Strunk Jr. and E.B. White
Resources Needed
Garner’s Modern American Usage by Bryan A. Garner
The Chicago Manual of Style by the University of Chicago Press

Elements of the Plan Methodology

Preparation
Before starting the lesson, the instructor will greet the students and let them pick up
Introductory Activity the pieces of trash under their desks, align the chairs and make sure that all seats are
occupied. After that, we will have a prayer and checking of attendance.

To introduce the topic to the students, the instructor will first give an activity that will
lead to the main topic. The teacher will provide example sentences to be pasted on the
board and let the students read it and ask them what they have observed from the
given sentences and share it to the class.
Here are some questions:
✔ How did you know that these sentences were incorrect?

✔ How will you change these sentences to make it correct?

✔ What do you call these incorrect sentences?

✔ Why is it important to know how to write correct sentences?

Presentation
To make the discussion more engaging, the instructor will give the students an activity
Activity that let them participate in class. The teacher will give another set of run-on sentences
and let the students rewrite the sentences into its correct forms. The instructor will let
the students pick a paper roll in the box provided and those who got umbers 1-5 will
answer on the board to test their prior knowledge based on the directions below.
Directions: Rewrite the sentences and supply the correct punctuations and
conjunctions to these following run-on sentences.
1. I love to read books I can finish a novel in one day.
2. The sun is shining it’s a beautiful day.
3. I’m going to the store I need to buy some milk.
4. She loves to dance she takes lessons every week.
5. I’m not sure what to do I think I’ll go for a walk.
 Analysis After the engaging activity, the instructor will ask volunteers to study and observe
each answers on the board and let them give their thoughts and observations about the
said activity and share it to the class. It may answer these following questions:
✔

Abstraction To fully understand the topic, the instructor will now discuss the lesson and make sure
to have an interactive discussion.
✔ What are run-on sentences?

✔ What are the types of run-on sentences?

✔ How to correct run-on sentences?

Run-on sentences areA run-on sentence is a type of grammatical error that occurs
when two or more independent clauses are joined together without proper punctuation
or conjunctions. This can make the sentence difficult to read and understand.

Here are some examples of run-on sentences:

1. I love to read books, I also enjoy watching movies.

2. The cat jumped on the table, it knocked over the vase.
3. I went to the store, I bought some milk and eggs.
4. I was tired, I went to bed early.
5. I like to play video games, I also like to play sports.

TYPES OF RUN-ON SENTENCES

1. Fused Sentence- A fused sentence is when two or more independent clauses are
joined together without any punctuation.

Examples:
1. I went to the store I bought groceries.
2. The lion roared the children scream.
3. The cat ran away the toddler chased it.
4. The engine roared to life Jack ran away.

2. Comma Splice- A comma splice is when two independent clauses are joined
together with only a comma.

Examples:
1. I like to play basketball, I also enjoy watching it.
2. I went to the store today, we were out of apples.
3. Koala bears are not actually bears, they are marsupials.
4. Mandy went to the store for candy, she also went for milk.

3. Polysyndeton- A polysyndeton is when a sentence uses too many conjunctions or

more conjunctions than necessary.

Examples:
1. I went to the store, and I bought groceries, and I came home.
2. Let's go fishing and eat a picnic lunch and go hiking but leave before dark.
3. Neither snow nor rain nor heat nor gloom of night stays these couriers.
4. Not wind, not rain, not snow could stop her from jogging her daily routine.

CORRECTING RUN-ON SENTENCES

A run-on sentence can be fixed by connecting its parts correctly. There are several
ways to connect independent clauses.

Run-on sentence: I love to write papers I would write one every day if I had the time.

1. Use a period. The easiest way to fix a run-on is to split the sentence into smaller
 sentences using a period. This revision works especially well with longer sentences.
Check, however, to make sure that this solution does not result in short, choppy
sentences.

Revision example: I love to write papers. I would write one every day if I had the
time.

2. Use a semicolon. Inserting a semicolon between independent clauses creates a

grammatically correct sentence. Using a semicolon is a stylistic choice that establishes
a close relationship between the two sentences.

Revision example: I love to write papers; I would write one every day if I had the
time.

3. Use a comma and a coordinating conjunction. A comma, paired with a

coordinating conjunction (e.g., "and," "but," or "or"), corrects a run-on sentence. This
method emphasizes the relationship between the two clauses.

Revision example: I love to write papers, and I would write one every day if I had the
time.

4. Use a subordinating conjunction. Turn one of the independent clauses into a

dependent clause. A subordinating conjunction (e.g., "because," "unless," and
"although") connects two clauses to create a complex sentence. This option works to
cement the relationship between the two parts of the sentence and may improve the
flow of the clauses.

Example: Because I love to write papers, I would write one every day if I had the time.

After all the discussion, the instructor will ask the students if they have questions or
clarifications about the lessons. If none, then an activity will be given.

Practice
Task:
Application . The class will be divided into 4 groups, and each group will be given an activity to
create a persuasive essay using run-on sentences. It could be something that they
wanted to create about, like climate change, animal rights, or the importance of
education.

Assessment
The teacher will choose 2 representatives for each group, they will be given 20 mins to
brainstorm their main argument and supporting points for their chosen topic.
After 20 mins, the chosen representative will present it in front of the class.
In the last minute of the session, another student will be called to do a summary based
on the entire discussion. This will serve as a conclusion to be shared to the whole
class. Then the instruction for the assignment will be given.
Assignment Assignment :
Activity 1: In a short bond paper, rewrite and revise these run-on sentences into more
concise and grammatically correct sentences, emphasizing the importance of proper
sentence construction.

.Today was the best day in the whole world my family began our beach vacation it
took a long time to get to the beach my sister and I were thrilled to see the beautiful
blue skies and giant ocean waves.

This will be submitted next meeting.