New York State Academy for Teaching and Learning
Learning Experience—Final
Contact Information
Name: Melissa Schlegel
Address: 40 Stewart Drive Depew, NY 14043
Phone Number: (716) 341-1872
E-Mail Address: [email protected]
Grade Level Instructed
Content Area
School
School Address
School Information
Eleventh Grade
English Language Arts
Starpoint High School
Mr. Al Franco
4363 Mapleton Road
Lockport, NY 14094
(716) 210-2300
Title of Learning Experience: “Comma and Semi-Colon Usage”
Common Core Standard: ELA L. 9-10. 2a
Common Core Anchor: Conventions of Standard English
Strand: Language
Grade: 9-10
Standard: 2. Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
a. Use a semi-colon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
Standard Instructional Level Being Assessed: Commencement
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Learning Context
Purpose/ Rationale for Learning Experience:
Commas and semi-colons are essential tools for writing efficiently. When used
properly, commas and semi-colons help writing flow smoothly and appear more
professional. Without these two punctuation marks, sentences often turn into run-on
sentences and/or become difficult to read. Using accurate punctuation ensures that the
reader will comprehend the correct message the author is trying to convey. Writing well,
with correct punctuation, is a necessary skill not only for high school but throughout
college and the workforce.
This lesson was taught to three eleventh grade English Regents classes. The
Common Core asserts that this skill is one that should be taught in ninth and tenth grade
classes, but I found that this knowledge was severely lacking in my eleventh graders’
writing. While reading their essays, I discovered a deficiency in correct usage of semicolons and commas and decided that although this is considered a lesson for younger
students, it was necessary to teach this to my classes.
This lesson is a brief grammar lesson taught in one 40 minute class period. This
lesson was taught in between unit plans and was enacted due to a significant lack in
knowledge of the uses of semi-colons and commas. The lesson began with a Diagnostic
Test which the students later corrected on the board. This was followed by a definition
for the students’ notes, a large group activity, and a worksheet which was similar to the
diagnostic test. The formal assessment was formatted like a Question 26 from the
eleventh grade New York State English Regents Exam. It was turned in using
Turnitin.com and was graded using rubric.
Objectives:
1.) Students will be able to correctly use a comma in a sentence with two
independent clauses.
2.) Students will be able to correctly use a semi-colon in a sentence with two
independent clauses.
Enduring Understandings:
• Learn when and how to use a comma to link two independent clauses
• Learn when and how to use a semi-colon to link two independent clauses
Essential Questions:
• Why is proper grammar important?
• What are the uses of commas?
• Why do we use commas?
• What are the uses of semi-colons?
• Why do we use semi-colons?
Guiding Questions:
• What are independent clauses?
• When do we use a comma to link two independent clauses?
• When do we use a semi-colon to link two independent clauses?
• What is wrong with a sentence that does not have the correct commas?
• What is wrong with a sentence that does not correctly use semi-colons?
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•
•
Are there any patterns that we see when a comma is used between two
independent clauses?
When two independent clauses require a semi-colon, why would it be incorrect to
use a comma?
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Congruency Table
Common Core Standard: ELA
CCR Anchor: Conventions of Standard English
Strand: Language (L)
Grade: Ninth and Tenth
Standard: 2. Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
a. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
Learning
Instructional Task Student Work
Assessment Tool
Objectives
- Students hand in
Students
- Pre-assessment:
- Diagnostic test
diagnostic test, and it
demonstrate
Students
worksheet (A3)
is corrected the
command of the
independently
- Students correct
conventions of
complete a
the sentences on the teacher.
- Students correct the
Standard English
Diagnostic test
board from the
sentences from the
punctuation
worksheet which
worksheet.
worksheet on the
through the correct
requires them to
whiteboard.
use of a comma or
insert or delete
semi-colon to link
semi-colons or
two or more closely commas to link two
related
closely related
independent
independent
clauses.
clauses.
Students
- Students help to
- Large group
-Selected students
demonstrate
create a definition
discussion to create receive slips of
command of the
when to use a semi- semi-colon
paper which form a
conventions of
colon to link to or
definition.
sentence with a
Standard English
more closely
- Students copy
semi-colon or
punctuation
related
definition into notes. comma. At the front
through correct use
independent
- Formative group
of the class, they
of a comma or
clauses.
work (A5)
organize the slips
semi-colon to link
into a sentence. The
two or more closely
class indicates if it
related
is correct using a
independent
thumb up or thumb
clauses.
down. The teacher
monitors
participation and
who is correct.
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Students
demonstrate
command of the
conventions of
Standard English
punctuation
through correct use
of a comma to link
two or more closely
related
independent
clauses that contain
a coordinating
conjunction.
- Students help to
create a definition
for when to use a
comma, rather than
a semi-colon, to
link two closely
related
independent
clauses.
- Large group
discussion to create
comma definition.
- Students copy
definition into notes.
- Formative group
work (A5)
Students
demonstrate
command of the
conventions of
Standard English
punctuation
through correct use
of a comma or
semi-colon to link
two or more closely
related
independent
clauses.
- Students
independently
complete a
Summative test
worksheet which
requires them to
insert or delete
semi-colons or
commas to link two
closely related
independent
clauses.
- The students write
a paragraph which
establishes a
controlling idea,
uses direct examples
from text to support
the idea, and also
uses two semicolons and two
commas to link two
or more closely
related
independent
clauses.
- Summative test
worksheet (A4)
- Paragraph written
independently and
turned in using
Turnitin.com
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-Selected students
receive slips of
paper which form a
sentence with a
semi-colon or
comma. At the front
of the class, they
organize the slips
into a sentence. The
class indicates if it
is correct using a
thumb up or thumb
down. The teacher
monitors
participation and
who is correct.
- Students complete
a Summative Test
which is corrected
by the teacher using
an answer key.
- Students write a
paragraph to answer
Question 26 from
the New York State
English Regents
Exam (A6). It must
correctly use two
semi-colons and
two commas to link
two or more closely
related
independent
clauses. It is graded
using a Comma and
Semi-Colon Usage
Rubric (A7).
5
Class Background:
The classroom for this lesson is set up with 26 desks in rows all facing the
whiteboard and SmartBoard. There is a podium at the front of the class where the teacher
teaches each lesson. Please refer to Appendix B for a classroom layout.
There are a total of 69 students across three 11th grade English Regents classes.
One class contains 11 students with IEPs, and there is a Special Education teacher present
during the class to help facilitate. One of the students has physical disabilities and has a
personal aide with her to help take notes.
All of the students are familiar with the classroom layout, rules, and procedures
which can be found in Appendix 1 A2-A4.
Overview of prior knowledge students need in order to succeed:
• Definition of independent clauses
• Know how to write a paragraph
• Know how to establish a controlling idea
• Know how to support a controlling idea with support from texts
During and After the Implementation of LE:
• Students will see examples of independent clauses that are linked with
coordinating conjunctions and how a comma is used in this situation.
• Students will see examples of related, independent clauses which do not use
coordinating conjunctions and are linked with a semi-colon.
• Students will correct sentences with errors in semi-colons and commas.
• Students will create sentences which use commas and semi-colons to link two
independent, related clauses.
Key Subject-Specific Vocabulary:
• Independent Clause: A group of words that contain a subject and verb and create
a complete thought
• Semi-Colon: A punctuation mark which links two related, independent clauses
when there is no coordinating conjunction. (;)
• Comma: A punctuation mark which has multiple uses. In this lesson, it is used
between two related, independent clauses which are linked with a coordinating
conjunction. (,)
• Coordinating Conjunction: A word which links two clauses. They are and, but,
for, or, nor, so, yet.
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Assessment Plan
At the beginning of this lesson, the students complete a pre-assessment Diagnostic
Test Worksheet. The worksheet has 10 sentences which need to be corrected. The
sentences may need an addition or deletion of a comma or semi-colon. Some sentences
are already correct, and the students need to indicate this with a C. After the students
complete the test, they are collected and later graded by the teacher using an answer key.
Once the tests are collected, selected students correct the sentences on the whiteboard.
The class indicates which are correct through thumb up and thumb down symbols. This
allows for me, the teacher, to gauge how much instruction is necessary for each class.
After students have received definitions and examples of when to use semi-colons
and commas, they participate in a formative group assessment. Random students are
called to the front of the class and receive a slip of paper with parts of a sentence on it.
They listen to a sentence and decide how they should be organized and whether they need
a semi-colon, comma, or both. When they believe they are correct, the class tells them if
they are correct using a thumb up or thumb down. I monitor the class during this time and
prod students who are not actively participating. Depending upon how many students
know if the sentence is correct, determines how many times we complete this activity.
After the lesson, the students receive a worksheet similar to the pre-assessment.
The Summative Test worksheet is completed independently, collected by the teacher, and
later corrected using a teacher answer key. This is used to gauge how well students have
moved from developing to proficient or distinguished.
As a final assessment, the students write paragraph to answer Question 26 from
the NYS English Regents Exam. They need to use at least two semi-colons and two
commas to link two closely related independent clauses. The students submit their work
on TurnItIn.com. It is graded using a Comma and Semi-Colon Rubric (A7). Students will
not be part of the grading process for this assignment. The paragraph is graded out of 24
points and recorded in a computer grade book. The students’ final grade for the quarter is
decided by the amount of points they earn on all of their assignments.
The rubric aligns with the Common Core Standard because is measures how well
the students know how to use proper punctuation. After this lesson, the students should
be able to combine two closely related independent clauses using either a coordinating
conjunction and a comma or by using a semi-colon. The rubric also aligns with the New
York State Regents exam because it measures how well the students are able to find a
controlling idea between two passages, and then support it with examples from the text.
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Comma and Semi-colon Rubric
Attribute
4
3
2
Semi-Colon
Semi-colons
The
The closely
Usage
are used
independent
related
correctly in two clauses are not independent
instances to
closely related clauses are not
link two or
and do not need closely related
more closely
a semi-colon in and do not need
related
one instance.
a semi-colon in
independent
Or
two instances.
clauses.
One sentence is
Or
missing semiTwo sentences
colons between are missing
two or more
semi-colons
closely related between two or
clauses.
more closely
Or
related
A coordinating clauses.
conjunction is
used in a
sentence, in one
instance, with a
semi-colon.
Or
Only one semi(Out of 6 points)
colon is used.
Comma Usage Commas are
There is no
A comma is
used correctly
coordinating
forgotten in two
in at least two
conjunction in
instances
instances to
one instance
between two
separate two
between two
closely related
closely related closely related clauses linked
clauses when
clauses where a with a
they are joined comma is being coordinating
with a
used.
conjunction but
coordinating
Or
used correctly
conjunction.
A comma is
at least once.
forgotten in one
instance
between two
closely related
clauses linked
with a
coordinating
conjunction.
(Out of 6 points)
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Semi-colons
are not used.
Or
A coordinating
conjunction is
used in all
sentences with
a semi-colon.
Commas are
not used to link
two closely
related clauses
with a
coordinating
conjunction.
8
Controlling
Idea
Establishes an
appropriate
controlling idea
which links the
two passages.
(Out of 6 points)
Support for
Supports the
Controlling
controlling idea
Idea
with one direct
detail from
each passage.
Has an unclear The paragraph
controlling idea is a personal
Or
response.
Implies
a
controlling idea
Supports the
controlling idea
with only one
direct example
or overly
general
information.
The paragraph
is a plot
summary of
each passage.
There is no
controlling
idea.
Or
The controlling
idea does not
link the two
passages.
Does not
support the
controlling idea
with any
information
from the
passages.
(Out of 6 points)
Additional Comments:
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Student Work
This lesson was taught in three 11th grade English Regents classes. The students
are generally very capable, but it is obvious that there are deficits in their knowledge of
semi-colons and commas. Through reading their previous writing samples, I could see
that in each class there was difficulty in using commas and semi-colons correctly. Either
the punctuations marks would be used in the wrong place or they would be missing
which leads to run-on sentences. Because each class’s abilities varied, I created a lesson
which could be adjusted as we went through the activities.
In the integrated class, the Special Education teacher did not assist the students
during the diagnostic or summative test. No special assistance was provided and thus
there was no interference with the results. The student, who has a personal aide write her
work, merely told the aide what to write; she did not correct if her she was wrong or
indicate when she was wrong.
The student work that was measured and recorded for this lesson included a
Diagnostic Test Worksheet, a Summative Test Worksheet, and a paragraph properly
using semi-colons and commas. The chart below indicates how many students are
considered developing, proficient, or distinguished in their knowledge of how and when
to use semi-colons and commas. For both worksheets, students were considered
developing if there were 4 or more sentences wrong, proficient if there were 1-3
sentences wrong, and distinguished if there were zero wrong. This format is based upon
what is considered a passing grade. A 100 is considered distinguished and would be a 10
out of 10. Proficient is anything above a 65, the passing grade for high school.
Developing is 65 and below or more than 4 wrong. Examples of each level can be found
in Appendix 3 C1-C3.
The rubric for the writing assignment is out of 24 points. I chose 24 points and
assigned each category an even number of points because each element of the paragraph
is essential for success in 11th grade. I feel that the categories should not be weighted
differently because each part is important. Punctuation is a necessary skill not only for
11th grade, but throughout a person’s life. Establishing a controlling idea and supporting
it with examples from the text is necessary for success on the 11th grade New York State
English Regents Exam.
For the paragraph, students were considered distinguished if they received
between a 20 and 24. This correlates to a grade 85% and above which is considered
mastery for the NYS English Regents Exam. Proficient is a 65% to 84% which is a 16 to
19 on the rubric. A score below a 19, or 65%, is considered still developing.
The data for the Diagnostic Test showed that there were no students at the
distinguished level for using commas and semi-colons. Most of the students were in the
developing phase. Of the 64 students tested, 48 were considered developing and 16 were
considered proficient. After the lesson and in class practice with the punctuation marks,
there was evidence that the tutorial was effective. There were 3 students who moved to
the distinguished level, and only 21 remained in the developing phase. Most of the
students, 40 of the 64, moved to or remained in the proficient level.
In looking at the data for the writing assessment, it is difficult to say exactly how
effective the lesson was. Many students did not submit the required work, but those who
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did, scored well. More than half of the students were in the proficient or distinguished
level. There were a number of students in the developing range, but this may have been
from the element on the rubric dealing with developing a controlling idea and supporting
it with evidence from the text. Overall, of the 41 students who submitted the work, 20
were developing, 11 were proficient, and 10 were distinguished. The graph below shows
the number of students in each level for the assignments.
Results of Student Work
50
40
Num ber of
Students
30
Developing
20
10
Proficient
0
Diagnostic Summative
Writing
Test
Test
Assessment
Distinguished
Assessm ent Type
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The following chart shows how many students scored at each level on the rubric
for their writing assignment.
Writing Assignment Student Results
Attribute
Semi-Colon
Usage
Semi-colons
are correctly
used at least
twice in
paragraph.
Comma Usage
Commas are
correctly
used with a
coordinating
conjunction
at least
twice.
Controlling
Idea
An
appropriate
controlling
idea is
established
between the
two
passages.
Support for
Controlling
Idea
The
controlling
idea is
supported
with at least
one direct
example
from each
passage.
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4
3
2
1
12
14
9
6
12
15
8
6
20
17
2
2
9
16
9
7
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Procedure
Focus Lesson: Students become familiar with rules associated in using commas and
semi-colons. They are taught that without these punctuation marks, writing becomes
unprofessional and difficult to read. Lack of semi-colons often leads to run-on sentences
and a loss of meaning. After this lesson, students will be able to discern when it is
appropriate to use each of these punctuation marks when writing with two closely related
independent clauses.
Anticipatory Set:
• Students are given a Diagnostic Test (Appendix 2, B1) which has 10 sentences
each containing two closely related independent clauses. These sentences are
either completely correct or need to be corrected by adding, deleting, or replacing
semi-colons and commas.
• The students should hand in their worksheets when completed, and then 10
students are selected to come to the board and correctly write one of the
sentences.
Guided Practice:
• As a class, the students decide whether each sentence is correct with a group
answer. If the sentence is correct, the class moves on. If the sentence is not
correct, the students are asked if anyone can correct it.
• Once all of the sentences are correct, the students are asked if they see any
patterns for when each punctuation mark is used. They are then given a definition
for their notes.
• To check for understanding, students come to the front of the class and are given
parts of a sentence (Appendix 2, B3). The sentence is read to the students and
they decide how to order themselves, especially which punctuation marks to use
and where. The class gives a thumbs up or down to indicate if the students are
correct. This is repeated multiple times, depending on how well the class
understands the concepts.
Independent Task:
• Students complete a Summative Test (Appendix 2, B2) independently. It has 10
sentences each containing two closely related independent clauses. The sentences
are either completely correct or need to be corrected by adding, deleting, or
replacing semi-colons and commas.
• For homework, students are asked to write a paragraph based on the New York
State English Regents Exam Question 26 (Appendix 2, B4). They are given two
passages from the August 2011 NYS English Regents Exam and asked to
establish a controlling idea and use at least one direct example from each passage
to support their controlling idea. Also, they are required to use at least two semicolons and two commas with coordinating conjunctions correctly. It is turned in
using www.Turnitin.com. This website helps ensure that plagiarism from the
sources, the internet, or other classmates has not occurred. The paragraph will be
graded using a Comma and Semi-Colon Usage Rubric.
Enrichment Activities:
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If time permits, these activities can be performed in the days following the lesson
and throughout the year, to keep the information forefront in the students’ minds.
• “School House Rock” songs about conjunctions
• “The Semi-Colons War” game
http://www.mrnussbaum.com/semicolonwars/index.html
• Analysis of Martin Luther King Jr’s use of semi-colons in his “Letters
from a Birmingham Jail”
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Resources and Materials Required for Instruction
References:
August 2011 New York State English Regents Exam Passages
http://www.nysedregents.org/comprehensiveenglish/811/compeng-exam811.pdf
Common Core Standards for English Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
http://www.nysedregents.org/comprehensiveenglish/811/compeng-exam811.pdf
Supplies:
Whiteboard
August 2011 New York State Regents Exam
Construction Paper with sentences and punctuation marks (cut up in to logical
separations)
Teacher account for www.Turnitin.com
Comma and Semi-Colon Worksheet
Comma and Semi-Colon 2 Worksheet
Comma and Semi-Colon Usage Rubric
Student Materials:
Binder
Notepaper
Student Account for www.Turnitin.com
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Modification Table
The modification table presents details which can be changed in the lesson to
accommodate certain students or situations.
Modification Type
Specific
Rationale
Benefits
Modification
Environmental and
Preferential seating Being near the
Student focuses on
Management
for students with
teacher and away
the teacher and
attention or
from distractions
lesson and does not
behavioral
keeps the student on distract others.
difficulties.
task.
Teacher can easily
redirect him/her if
he or she gets off
Procedures and
Provide structure for task.
rules.
a classroom to
Students know what
operate effectively.
is expected of them
and there are fewer
interruptions.
Instructional
Use of large group
Large group
All students either
instruction prevents receive new
students from
information or can
feeling singled out.
practice and perfect
This is a mini-lesson skills they already
and therefore some
have.
students already
understand the
concept while others
still struggle.
Content/Material
Lesson can be
Students’
Students will leave
modified for other
background
the class with a vast
types of punctuation knowledge of
knowledge of
marks.
punctuation varies.
punctuation to
improve writing.
Tasks
Shorten writing
Students with
Students use the
assignment or
learning disabilities punctuation marks
reading passages
may not be able
in their writing, and
write extended
are able to
paragraphs and may understand the
need the
effects without
requirement to be a being overwhelmed
few sentences rather by a writing task or
than a whole
passage which they
paragraph.
cannot read.
Students who have
reading disabilities
may need to have
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shortened passages
or the works read to
them to ensure
comprehension.
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17
Time Required
Planning: It took approximately one day to plan the entire lesson. This time was spent in
deciding the outline for the period, creating the tests, and creating the elements for the
group activity.
Implementation: One 40 minute class period
Assessment (per students): 5 minutes for diagnostic test and final worksheet. The
students were given 5 days to write and turn in the formal, written assignment.
Schedule/Planning: This is a mini-lesson and can be taught at any time. This specific
lesson was taught in between two literature units. It was also taught early in the year so
that students would have this knowledge throughout the year. They will immediately be
able to improve their writing with this knowledge.
The timing elements for each part of the lesson will vary depending on the class.
Some classes will need more support during the modeling section and the guided practice
section. The teacher will need to gauge how well the students are responding to each
section and decide how much time needs to be dedicated on each part.
Reflection
This learning experience was created for EDU 327: Teaching to the Standards at
Daemen College for Dr. Arnold. It was implemented at Starpoint High School in Mr. Al
Franco’s three eleventh grade English Regents classes. It was taught as a mini lesson
because, after reading numerous writing samples, it was clear that the students had little
knowledge of how to use semi-colons or commas correctly.
The lesson met the learning standards fairly well. There was a large shift of
students from the developing stage to the proficient level. Unfortunately, there was not as
large of a shift from the proficient level to the distinguished level.
Most of the students in the classes met the performance indicator of being able to
correctly use a semi-colon to link two closely related independent clauses. This is evident
in the number of students who missed between 1-3 questions on their Summative Test. It
is also evident in their writing; most students scored in the 6 or 4 point range for correct
comma and semi-colon usage on the Comma and Semi-Colon Usage Rubric.
Although, from my data, I believe my students have succeeded, there is one threat
to validity in the rubric. Some of the students scored in the proficient to distinguished
range due to high points in the controlling idea section and support for the controlling
idea but had lower scores in the semi-colon and comma usage section. This may be
alleviated by weighting the sections differently.
This learning experience is not only important for the students’ high school
careers, but also essential for the “real-world.” One student asked before we even began
the lesson, “What is a semi-colon?” This lack of knowledge will set students apart when
they try to apply for a job. Students need to know what these punctuation marks are and
how they are used in an effort to make their writing more professional. Cover letters and
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18
job reports which have proper punctuation and no run-on sentences have a higher chance
for recognition and success. Writing well is essential to living well.
This Learning Experience was peer reviewed on November 2, 2011 at Daemen
College. The focus questions that I posed for the review were, “How can I make this
lesson more age appropriate?” and “How can I better integrate technology in this
lesson?” During the peer review, Ben L. suggested a great way for me to utilize
technology. He posed the question, “Would you consider using a “School House Rock”
video for this lesson?” I like this idea very much and added it to the list of enrichment
activities. Many of the others at the peer review suggested that I integrate a game on the
SmartBoard. They suggested that this is a way to better integrate technology, as well as
keep the students at that age interested. I have also added this to the list of enrichment
activities. The other changes that I made to this Learning Experience deal with the
modification table. Some of reviewers suggested that the writing element of this lesson
may be too difficult for students with some learning disabilities. I changed my
modification table to reflect that this task may be adjusted by either shortening the
writing assignment or by shortening the reading passages.
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Appendix 1
A1. Letter Home
A2. Classroom Floor Plan
A3. Classroom Rules
A4. Classroom Procedures
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A1. Letter Home
Dear Parent/Guardian,
Recently in class, the students learned when it is appropriate to use commas and
semi-colons to link two closely related independent clauses. The students completed a
Diagnostic Test, Formative Test, and are not working on completing a writing
assignment. The students are required to read two passages from the New York State
English Regents Exam, and then establish a controlling idea between the two. They must
also support the idea with textual examples as well as use two commas and two semicolons.
This writing assignment is an important part of their grade and is also great
practice in using these, often difficult, punctuations marks. Please try to ensure that the
students complete this task and turn it in using TurnItIn.com.
If you have any questions or concerns please do not hesitate to call or e-mail me.
Thank you.
Sincerely,
Melissa A. Schlegel
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21
A2. Classroom Layout
* See next page
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A3. Classroom Rules
1) Show respect to everyone (students, teachers, substitutes, and visitors) by using
appropriate language and keeping hands to one’s self.
2) Wait until the teacher or another student is finished speaking before you speak,
unless it is absolutely necessary. (If there is an emergency, SPEAK UP!)
3) No use of electronic devices during instructional or test taking time.
4) Wait until I dismiss you to pack up your supplies.
5) Be in your assigned seat with your supplies when the bell rings.
* All rules found in the student handbook, as well as the classroom rules, are to be
followed in class!
Breaking of any of these rules will result in an appropriate punishment to be decided by
the teacher.
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A4. Classroom Procedures
! When you are absent, check the Absent Folder to see what you missed before
asking Miss Schlegel. After you have looked over the information, then ask her
any questions.
! Students may get up at anytime to get tissues or other necessary supplies as long
as they do not disturb other students
! If you need to leave the classroom (bathroom break, locker run, etc) you must ask
for permission and take a pass.
! If you are late, give your pass to the teacher and take a seat. I will explain what
we are doing, do not interrupt the class to ask.
o If you do not have a pass, we will discuss this issue after class
! If an assignment is not handed in by the end of the day, it is late and points will be
deducted unless legally absent. Depending upon the circumstances, late
assignments will not be accepted after one week.
! When you come to class, sit in your assigned seat and complete any seatwork that
maybe assigned. When the bell rings, be prepared with all supplies and materials.
! Cheating will not be tolerated. Cheating will result in a zero.
! All written assignments must be turned in using TurnItIn.com.
12/8/11
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Appendix 2
B1. Diagnostic Test
B2. Summative Test
B3. Formative Group Work
B4. Passages from the New York State English Regents Exam
B5. Teacher Exemplar
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B1. Diagnostic Test
Name: _____________________________
Diagnostic Test
Date: _____________
Mod: _____________
Decide if these sentences need a semi-colon or a comma. Certain punctuation
marks may need to be replaced, or the sentence may already be correct.
1. Reading is my favorite pastime I am always eager to begin a new book.
2. I want to work with animals someday, I might even become a veterinarian.
3. I am going home and I intend to stay there.
4. The Big Dipper is the usual name for this group of stars but it is also called the
Drinking Gourd.
5. I am going home; I intend to stay there.
6. It rained heavily during the afternoon, but we managed to have our picnic
anyway.
7. I wanted to go to the mall; yet I had no money.
8. They couldn't make it to the summit and back before dark they decided to camp
for the night.
9. The Greeks attacked Troy but the Trojans did not yield.
10. Amanda finished her homework then she went to the store.
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B2. Summative Test
Name: __________________________
Summative Test
Date: _____________
Mod: _____________
Decide if these sentences need a semi-colon or a comma. Certain punctuation
marks may need to be replaced, or the sentence may already be correct.
1. The birds should have flown south by now; however, the weather has
remained warm and they have stayed.
2. I could have gone to Kentucky or taken a train ride to Atlanta.
3. They wanted to eat pizza they went to the pizzeria.
4. Your parents decorate well for the holidays, their house is always so
festive.
5. The car was not running well, it was not the oil nor the air filter that was
the problem.
6. The cinnamon buns were delicious therefore, we ate them all.
7. I wanted to sleep in, but the birds were chirping early in the morning.
8. We wanted to go to the movies yet there were no good films being shown.
9. The spider created a beautiful web but it was destroyed in the windstorm.
10. Nickelodeon used to have the best shows; thankfully, they are showing
them again.
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B3. Formative Group Work
Sentences for Large Group Activity
1. I wanted to go swimming, but the water was too cold.
2. I love to read; it is my favorite pastime.
3. I studied very hard for the exam; therefore, I did well.
4. He bought her roses, and she forgave him.
5. The doctors ran many tests; he was relieved they were all negative.
6. The dog snuck out, yet he did not run away.
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B4. Passages from the New York State English Regents Exam
Passage I …In one simple sentence, the letter informed me that I had been admitted into Beijing Language Institute’s English department, and that I was expected to report on campus within a month. I ran home as fast as I could. Mom, Dad, and the whole family were at hand to congratulate me. We studied the letter and the information they had sent about the department and the college. The picture of the college was a treasure. My dream had come true. I would be off to Beijing to study English. I would be the first one in the history of Yellow Stone High [Yellow Stone, China] to do so. Now I had a future, a bright one. In a few years, I would be fluent in English, could go to work for the Foreign Ministry and would converse in that fine language with fine people in an elegant international setting. Other things would follow, and I would be able to take care of my wonderful family and give them all that 1had been denied them. Though I had never set foot outside my county and Putien was the largest city I had ever been to, my mind had wings, and it had traveled far away. …Finally, two days before I was about to leave, his1 letter came. It was a moment of great happiness for all of us. Mom and Dad, who were hardened by many years of suffering and deprivation, rarely revealed their emotions, but now I saw Dad collapse into a chair, bury his face in his shaking hands, and weep. Mom sat down also and let loose a torrent. Everyone was sniffling. Thirty years of humiliation had suddenly come to an end. Two sons had been accepted into leading universities within the same year. Mom and Dad had never dreamed of such a day. They had thought we were finished. Kicked around in school, I had almost dropped out many times. Jin had been forced to quit school at the age of twelve to become a farmer with nothing to look forward to but blisters on his tender hands, being spit upon by the older farmers, and backbreaking work that had taken away ten prime years of his life. There had been years of no hope, no dreams, only tears, hunger, shame, and darkness. … After breakfast, I checked my train ticket for the last time. Dad, my sisters, and Jin had borrowed bikes and were coming to Putien to see me off at the bus station. I hugged Mom at the door again and again. She cried, but a smile shone through her tears. She pulled me once more into her arms, then gently pushed me away and nodded. Only at that moment as I looked at her did I realize that she was the most beautiful woman in the whole world and that I was going to miss her when I was thousands of miles away in Beijing. … Together Jin and I threw my heavy wooden trunk onto the overloaded luggage rack on top of the shaky, dusty bus. Then we squeezed into a crowded seat that was marked for four people but actually had six occupying it. My sisters came up to the bus and hugged me tearfully, then Dad climbed up the steps. He stumbled, and I sprang out of my seat to meet him. He was a big man and gave me a bear hug. I was surrounded once more by the same warmth I used to feel as a small kid hiding under his padded cotton overcoat. He took my 12/8/11
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face in his hands and bit his lower lip until it turned pale. … I love you, Dad. I am your son, forever. —Da Chen excerpted from Colors of the Mountain, 1999 Random House, Inc. Passage II At the San Francisco Airport To J. W. [his daughter], 1954 This is the terminal: the light Gives perfect vision, false and hard; The metal glitters, deep and bright. Great planes are waiting in the yard— They are already in the night. And you are here beside me, small, Contained and fragile, and intent On things that I but half recall— Yet going whither you are bent. I am the past, and that is all. But you and I in part are one: The frightened brain, the nervous will, The knowledge of what must be done, The passion to acquire the skill To face that which you dare not shun. The rain of matter upon sense Destroys me momently. The score: There comes what will come. The expense Is what one thought, and something more— One’s being and intelligence. This is the terminal, the break. Beyond this point, on lines of air, You take the way that you must take; And I remain in light and stare— In light, and nothing else, awake. —Yvor Winters from The Hudson Review, Spring 1955 12/8/11
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B5. Teacher Exemplar Passage I by Da Chen and Passage II: “At the San Francisco Airport” by Yvor
Winters both focus on the difficulties that parents face when their children have reached
adulthood. In each passage the parents struggle with letting their children go even though
it is for the child’s best interests. In Passage I, the narrator has received a letter which
informs him that he has been accepted to study English at the Beijing Language Institute.
Although this is a joyous time for the family, it is also very difficult for the narrator’s
parents; they love their son very much, but they also know they must let him go to
college so he will have greater opportunities than they had. On the day the narrator is
leaving, the family is very upset. His parents, who “rarely showed emotion,” both cry on
the day he leaves and hug each other. This emphasizes that although the narrator’s
parents know what is best for their son, it is not easy to let him go. This is also seen in
Passage II. In a similar situation to Passage I, a father must let his daughter go off to
college. He struggles with memories from their past when she was still young. He finds it
hard to believe she has aged so quickly and is ready to leave him: “Yet going whither you
are bent./ I am the past, and that is all.” He is left only with the pain and memories; she is
off to a bright new future. He knows that this is what is best for her, but he cannot help
his sadness. Although the parents in these passages realize what is best for their children,
they have a difficulty in letting go. They love their children dearly and do not want them
to experience the real world and hardships that they have already gone through. They
want to protect their children forever, but they know this is not possible; no matter how
difficult it may be, they must let go.
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Appendix 3
C1. Developing Level Student Work
C2. Proficient Level Student Work
C3. Distinguished Level Student Work
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C1. Developing Level Student Work
Developing 12/24 [Highlighting in the passage indicates the corrections I would have
made if I corrected this by hand and not on the computer.]
These two passages are similar in that they; both say that in everybody's life, they must
decide what to do, and spread their wings and fly. Sometimes to improve yourself, you
have to leave your parents, even thought they are a part of you, you grow and change.
You are developing, growing wings, and there comes a time to move on. If you want to
be your own person, you have to do it on your own, and not what everybody else is
doing. You also have to take risks in life for you to get what you want. In the first
passage, they didn't have anything, they were a discgrace.But when the sons got acepted
in universities, both of the parents started crying and that shows that they have a strong
bond and they came from being spit on to being respected. In the second passage,the
daugthter is flying away from her dad, and he wrote a letter saying that even though
they're far away from each other; he will still be in her heart. Both of the passages are
similar in which they are talking about a strong bond between families and no matter how
far they're going to be away from each other; they will always be in each others hearts.
Comma and Semi-colon Rubric
4
3
2
Semi-colons
The
The closely
are used
independent
related
correctly in two clauses are not independent
instances to
closely related clauses are not
link two or
and do not need closely related
more closely
a semi-colon in and do not need
related
one instance.
a semi-colon in
independent
Or
two instances.
clauses.
One sentence is
Or
missing semiTwo sentences
colons between are missing
two or more
semi-colons
closely related between two or
clauses.
more closely
Or
related
A coordinating clauses.
conjunction is
used in a
sentence, in one
instance, with a
semi-colon.
Or
Only one semi(Out of 6 points)
colon is used.
Attribute
Semi-Colon
Usage
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Semi-colons
are not used.
Or
A coordinating
conjunction is
used in all
sentences with
a semi-colon.
33
Comma Usage
Commas are
used correctly
in at least two
instances to
separate two
closely related
clauses when
they are joined
with a
coordinating
conjunction.
(Out of 6 points)
Controlling
Establishes an
Idea
appropriate
controlling idea
which links the
two passages.
(Out of 6 points)
Support for
Supports the
Controlling
controlling idea
Idea
with one direct
detail from
each passage.
There is no
coordinating
conjunction in
one instance
between two
closely related
clauses where a
comma is being
used.
Or
A comma is
forgotten in one
instance
between two
closely related
clauses linked
with a
coordinating
conjunction.
A comma is
forgotten in two
instances
between two
closely related
clauses linked
with a
coordinating
conjunction but
used correctly
at least once.
Has an unclear The paragraph
controlling idea is a personal
Or
response.
Implies
a
controlling idea
Supports the
controlling idea
with only one
direct example
or overly
general
information.
The paragraph
is a plot
summary of
each passage.
Commas are
not used to link
two closely
related clauses
with a
coordinating
conjunction.
There is no
controlling
idea.
Or
The controlling
idea does not
link the two
passages.
Does not
support the
controlling idea
with any
information
from the
passages.
(Out of 6 points)
Additional Comments: Please see me after school to discuss this paper.
12/8/11
Schlegel, M.
34
C2. Proficient Level Student Work
Proficient 18/24 [Highlighting in the passage indicates the corrections I would have made
if I corrected this by hand and not on the computer.]
In both passages, there is an idea that kids going off to college and leaving the “nest” is
hard as well as emotional on both the parents and the kids. In passage 1, Da Chin and his
brother Jin from a Chinese family get accepted to a college in Beijing, China. Da chin is
yearning to become a fluent English speaker so he could work for the foreign ministry
and converse at an international setting. The pain as he wrote was quite evident in that he
states “After breakfast, I checked my train ticket for the last time.” His mom’s pain is
also quite clear as he stated “She pulled me once more into her arms, then gently pushed
me away and nodded.” Life may take them different directions for now ; but they will
always come back together. In passage 2, a man describes his pain and feelings as his
daughter leaves for college as they wait in the airport. “The frightened brain, the nervous
will…” is a quote from Yvor Winters and it indicates the level of fear and where his mind
is at with the changes he faces. It’s clear that when kids leave the nest it’s never easy; is it
harder for the kid or the parent?
Comma and Semi-colon Rubric
Attribute
4
3
2
Semi-Colon
Semi-colons
The
The closely
Usage
are used
independent
related
correctly in two clauses are not independent
instances to
closely related clauses are not
link two or
and do not need closely related
more closely
a semi-colon in and do not need
related
one instance.
a semi-colon in
independent
Or
two instances.
clauses.
One sentence is
Or
missing semiTwo sentences
colons between are missing
two or more
semi-colons
closely related between two or
clauses.
more closely
Or
related
A coordinating clauses.
conjunction is
used in a
sentence, in one
instance, with a
semi-colon.
Or
Only one semi(Out of 6 points)
colon is used.
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Semi-colons
are not used.
Or
A coordinating
conjunction is
used in all
sentences with
a semi-colon.
35
Comma Usage
Commas are
used correctly
in at least two
instances to
separate two
closely related
clauses when
they are joined
with a
coordinating
conjunction.
(Out of 6 points)
Controlling
Establishes an
Idea
appropriate
controlling idea
which links the
two passages.
(Out of 6 points)
Support for
Supports the
Controlling
controlling idea
Idea
with one direct
detail from
each passage.
There is no
coordinating
conjunction in
one instance
between two
closely related
clauses where a
comma is being
used.
Or
A comma is
forgotten in one
instance
between two
closely related
clauses linked
with a
coordinating
conjunction.
A comma is
forgotten in two
instances
between two
closely related
clauses linked
with a
coordinating
conjunction but
used correctly
at least once.
Has an unclear The paragraph
controlling idea is a personal
Or
response.
Implies
a
controlling idea
Supports the
controlling idea
with only one
direct example
or overly
general
information.
The paragraph
is a plot
summary of
each passage.
Commas are
not used to link
two closely
related clauses
with a
coordinating
conjunction.
There is no
controlling
idea.
Or
The controlling
idea does not
link the two
passages.
Does not
support the
controlling idea
with any
information
from the
passages.
(Out of 6 points)
Additional Comments: Don’t forget that you need a comma before all coordinating
conjunctions. Your score would have been much higher if you would have remembered
to use commas with coordinating conjunctions.
C3. Distinguished Level Student Work
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36
Distinguished 24/24
The first passage by Da Chen and the second passage by Yvoy Winters are similar
by having parents needing to let go of their children. Children need to learn new things
when they go off to college or just need to move on. For example, in the first passage the
entire family was always been treated badly; they were spit on by older farmers in the
fields. Once they got accepted into college their parents cried because they didn't want to
let them go. The narrator’s mother pulled him once more into her arms, and then gently
pushed him away. Even though he is moving on in life they are still a family. In the
second passage is writing a poem while writing a poem to his daughter; she is moving on
in life to learn more skill. The writer does say that he is in the past, but they are still one.
Even though he doesn’t want to see his daughter grow up and leave she has to move on in
the future to become something better. Both of these passages teach people to let go of
their children and let them move on even thought it’s hard.
Comma and Semi-colon Rubric
4
3
2
Semi-colons
The
The closely
are used
independent
related
correctly in two clauses are not independent
instances to
closely related clauses are not
link two or
and do not need closely related
more closely
a semi-colon in and do not need
related
one instance.
a semi-colon in
independent
Or
two instances.
clauses.
One sentence is
Or
missing semiTwo sentences
colons between are missing
two or more
semi-colons
closely related between two or
clauses.
more closely
Or
related
A coordinating clauses.
conjunction is
used in a
sentence, in one
instance, with a
semi-colon.
Or
Only one semi(Out of 6 points)
colon is used.
Comma Usage Commas are
There is no
A comma is
Attribute
Semi-Colon
Usage
12/8/11
Schlegel, M.
1
Semi-colons
are not used.
Or
A coordinating
conjunction is
used in all
sentences with
a semi-colon.
Commas are
37
used correctly
in at least two
instances to
separate two
closely related
clauses when
they are joined
with a
coordinating
conjunction.
(Out of 6 points)
Controlling
Establishes an
Idea
appropriate
controlling idea
which links the
two passages.
(Out of 6 points)
Support for
Supports the
Controlling
controlling idea
Idea
with one direct
detail from
each passage.
coordinating
conjunction in
one instance
between two
closely related
clauses where a
comma is being
used.
Or
A comma is
forgotten in one
instance
between two
closely related
clauses linked
with a
coordinating
conjunction.
forgotten in two
instances
between two
closely related
clauses linked
with a
coordinating
conjunction but
used correctly
at least once.
Has an unclear The paragraph
controlling idea is a personal
Or
response.
Implies
a
controlling idea
Supports the
controlling idea
with only one
direct example
or overly
general
information.
The paragraph
is a plot
summary of
each passage.
not used to link
two closely
related clauses
with a
coordinating
conjunction.
There is no
controlling
idea.
Or
The controlling
idea does not
link the two
passages.
Does not
support the
controlling idea
with any
information
from the
passages.
(Out of 6 points)
Additional Comments: Great work Mel! Keep up the hard work.
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38
Appendix D
D1. Peer Review Comments
D2. Power Rubric
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D1. Peer Review Comments
Attributes
Warm Comments
Relation to Learning
Standards
The bolded words in
your congruency table
make it easy to see the
correlation to the learning
standards.
It is obvious that your
material matches the
learning standard very
well.
Cool Comments
Would you consider
including a controlling idea
within your congruency
table?
Intellectual Challenge
It was great that you
related the lesson to getting
a real job and the
importance of knowing
how to use commas and
semi-colons in real life.
It was a great idea to
pull their homework
directly from the New
York State Regents.
It was really interesting
that you gave the students a
definition of when and why
to use a comma instead of
just telling them what they
are.
How did you informally
assess the students who
would not participate in the
group activity?
Would you consider
filling in the first sections
of the diagnostics?
Would you consider
pulling work from the
Buffalo News or other well
known works for the
students to find mistakes
in?
It was a great idea to
have the students get out of
their seat to act out when to
use a comma or semi
colon. Great idea!
Your choice to use the
NYS Regents in order to
give the students an
example of why knowing
the concept is important is
a great idea.
Your rubric is great! It is
easy to read and does not
allow for a lot of
Would you consider
specifying if the students
were given a rubric
beforehand or not?
Would you consider
putting the students into
small groups?
How did you informally
assess the students who
would not participate?
Assessment Plan
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Schlegel, M.
40
subjectivity.
Engagement
Great idea to have the
students work as a group!
The thumbs up/down
was a fabulous and easy
informal assessment of the
students knowledge.
Would you consider
adding a book to your
anticipatory set?
Would you consider
getting published text to
find incorrect sentences?
Your lesson was very
easily adapted to other
punctuation work.
The fact that you chose a
9th grade standard shows
that you really pay
attention to your students
strengths/weaknesses.
How did you modify the
lesson?
Would you consider
giving the students some
computer lab time to work
with on this lesson?
Great idea using the
website! It was a great idea
for the students’ honesty to
be tested as well as their
knowledge.
Would you consider
using a school house rock
video?
Would you consider
getting a set of computers
for the class to work on
during the lesson?
Adaptability
Technology Integration
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