Transcript File - Jonathan Kim`s Portfolio

Scaffolding In Comma
Lesson
By: Jonathan Kim
Why I Used a Lesson Objective and
Stated Goals
 Objective:
 L.4.3b. Choose punctuation for effect. (Here we are able to focus
on our learning into a manageable amount by focusing our minds
on a specific learning objective)
 Goal:
 Students will tell one rule or exception of comma usage that they
difficulty with.
 Students will create an example using a rule or exception of
comma usage.
 Students will compare the Oxford comma with the second rule of
Why I Listed Scaffolds Used
and Time Estimates
 I listed and described the scaffolds that I used because
the purpose of this assignment was to use scaffolding
to teach a lesson.
 I listed time estimates because our lessons were timed,
so I needed to have time limits that I kept to. The
process of setting time limits helped me to know what it
will be like when I am teaching a longer lesson. Since
this lesson was only a 15 minute lesson, I learned how
to manage time and transitions between activities
wisely. I will use this experience as a future teacher.
Warm-up (1 minute)
 List one rule and exception of commas you found most
complicated. Write the number of the rule or exception
on a piece of paper with an R beside it for rule or E
beside it for exception. Scaffold: Get into write-groupshare groups and brainstorm with two or three other
peers near you. (This is helpful because I can collect
the materials and find one rule and/or exception that
students had the most problems with.)
Main Lesson- Input (4
minutes)

Main Lesson (Input)

Scaffold: Pre-loading vocabulary so that students know the terms that show up in the
rules to help figure out what a rule of a comma is saying.

Phrases: lacks a subject and a verb.

Clauses: Contains a subject and a verb.

Coordinating conjunction: balances clauses and phrases of equal weight. Examples:
And/But/Or/For/Nor/Yet/While

Run-on sentence: A run-on sentence occurs when two or more independent clauses are
written without proper punctuation.

Coordinate adjectives: Can you put the word, “and”, between two adjectives? Can you
switch the adjectives if needed? If yes to both questions, then you have a coordinate
adjective.
Input Part 2
 Parenthetical Expression: An aside or extra information.
 Appositive: a word or phrase that adds more meaning to a word or phrase
that precedes it.
 Comma Splice: occurs when you place a comma between two
independent clauses with no coordinating conjunction between them.
 Interjection: Wow!
 Compound predicate: Two verbs like “kicked and jumped”
 Modifiers: Provide description. Words that enhance nouns, adjectives,
and verbs.
 Scaffold: Providing specific examples so that students can see a model
of a rule or exception in action. I have prepared examples for each rule
and exception. I will discuss the rules or exceptions that students told me
Input: The roles of a comma
1. Separate independent clauses connected with a
coordinating conjunction.
2. Separate items in a series of three or more.
3. After an introductory statement that is longer than 3
words or containing a verb form. Also, for some
shorter clauses/phrases.
4. To set off nonessential clauses phrases and
modifiers from the rest of the sentence.
5. Separate coordinate adjectives
Input: The roles of a comma part 2
6. Use commas to distinguish parenthetical
expressions/names in direct address/interjections
7. To signal the start of a direct quote AND to separate the
speaker’s identity from his/her direct quote.
8. To separate dates and locations.
9. To prevent confusion and misunderstanding.
10. Use a comma to separate nonrestrictive modifiers and
appositives.
Note: These are roles that students read over last night and
picked the ones that they had difficulty with. I had this
information with me.
Input: Examples of Rules in Action
1. Mr. Wolfpack has become a dangerous contest, but I
still think it is fun.
2. Here is what you should buy: milk, eggs, and a Mr. Wolf
poster.
3. Although Lionel Messi and Cristiano Ronaldo are
shown as enemies by the press, they still hang out off
the soccer field.
4. Ronaldo, who wears number seven, is a decent player.
5. That oddly colored devil mascot started a frantic,
irrational argument about which mascot was the best.
Input: Examples of Rules in Action
6. The snow, encrusted with a thin skin of ice, crunched lightly under
her boots.
7. The mayor said, “The city will survive the death of the Justice
League.”
8. May 9, 1952 or Raleigh, NC
9. While Superman saved people by the thousands, millions still died.
10. Superman, a Scorpio, saved the world.
My note: I focused on examples that would help students enjoy
learning about commas. The best way to learn about technical
grammar rules is to enjoy and laugh through the process of
learning these rules.
Input: Exceptions to Comma Use
1. Some short clauses and phrases do not need commas if
no run-on occurs.
2. To separate two independent clauses that are not joined
by a coordinating conjunction (creates comma splice)
3. To separate a compound predicate
4. To separate a word and phrase that would create a false
series.
5. Restrictive phrases/clauses/words
6. To introduce a partial quotation
Input: Examples of exceptions in
action
1. Lebron, stinks.
2. Derek Fisher threw a lob, Kobe Bryant did a slam dunk.
3. Kobe Bryant shot, and scored over Lebron James.
4. The Miami Heat is made up of twelve players, two sellouts, nine formerly
retired players and one selfish player.
5. The three Miami Heat players, who planned to form a super team, are
cowards.
6. Lebron James said Kobe Bryant, “is the best.”
My Note: These commas should not exist.
Guided Practice/Assessment (5 ½
minutes): Create an Example
 Scaffold: Get into write-group-share groups with the same peers
as before and collaborate to create one example. You should
apply your knowledge to create an example using the rule or
exception that you found most complicated.
 My Note: This scaffold helps students to create an example
that uses the rule or exception that they struggle most with.
They also use work in groups, so that it’s less difficult. Use 2
1/2 minutes in this section.
 Tip: Try to create examples that make learning about commas
fun. Use commas with topics or objects that you like
(Examples: sports, movies and school mascots).
Guided Practice/Assessment (5 ½
minutes): Game Time
 Scaffold: Get into groups of two or three and we will make a game
out of these technical sets of information. Your job is to work as a
group and determine whether the use of a comma is correct.
 Question #1: He caught nine fish, three bass, four trout, and two
salmon.
 Question #2: Mr. Wolf ate the poor lamb, the lamb's family cried.
 Question #3: Kobe, a Laker, is a great player.
 Let's go over the answers: Number one was incorrect, number two
was incorrect, and number three was correct.
 My note: Spend 3 minutes here.
Guided Practice/Assessment (5 ½
minutes): Game Time
 Scaffold: Get into groups of two or three and we will make a game
out of these technical sets of information. Your job is to work as a
group and determine whether the use of a comma is correct.
 Question #1: He caught nine fish, three bass, four trout, and two
salmon.
 Question #2: Mr. Wolf ate the poor lamb, the lamb's family cried.
 Question #3: Kobe, a Laker, is a great player.
 Let's go over the answers: Number one was incorrect, number two
was incorrect, and number three was correct.
 My note: Spend 3 minutes here.
Final Assessment/Exit
Ticket(1 minute)
 My Note: This helps me and the students to assess
whether they understood the material or not.
 As a group, reflect on the assignment and answer the
questions below.
 For your group exit ticket, answer the following
questions:
 Do I better understand the one rule or exception that I
struggled with?
 Did the input or activity help you understand the rule or
exception you found most troubling?
Here is Your Homework (30
seconds)
 For homework, look up what the Oxford comma is either online at Oxford English
Dictionary
http://oed.com/view/Entry/135568?redirectedFrom=Oxford+Comma#eid32306909) or in a
physical dictionary
 On Thursday, be prepared to discuss how the Oxford comma affects our writing and write
one way it relates or differs to rule number two. Be prepared to defend your argument in a
debate. One way to prepare is to compare and distinguish between the two uses of a
comma.