Conventions
Minilesson:
Semicolons: The purpose of this lesson is for students to learn what semicolons are, why authors use them, and how/why to use them in their own writing. This quick and easy lesson can easily be fit into class when it becomes apparent that students are struggling with semicolons or when you think they are ready to begin using them in their writing.
Objectives: Sixth
NCTE standards 4, “Students
adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and
for different purposes,” and 5, “Students employ a wide
range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of
purposes.”
Students will understand what semicolons are and
why they are used.
Students will recognize semicolons in texts.
Students will use semicolons in their own
writing.
Students will know how to use semicolons on a
word processor.
Strategies:
Students will learn by class discussion and independent practice. First, the teacher will lead a class
discussion on semicolons. The class will
learn, from the teacher, the rules of semicolons, they will see semicolons and
how they are used, and they will brainstorm examples. Then for practice, students will write a paragraph
that includes three semicolons.
Time Required: Thirty minutes
Materials Needed: Blackboard & chalk, easel & markers, or an overhead & markers; notebook paper and writing utensils for students.
Script, Opening and examples, 15 minutes: Gather the class together around your blackboard, easel, or overhead (anything you can write examples on). “Today we are going to talk about semicolons because they are useful tools that can enhance your own writing.” Then, ask the class what a semicolon is and wait for some suggestions. Write some sentences down, leaving out all punctuation, and have the class brainstorm where the semicolons would go. “How would I punctuate these sentences using semicolons?” Some sentences (without punctuation) to use would be:
My car is too loud I think it needs a new
muffler
Alan’s sister called for him as usual he was not
around
Have student volunteers come up to the board and correct the sentences, one correction at a time (they might need your help with this). When they are finished, the sentences should look like this:
My car is too loud; I think it needs a new
muffler.
Alan’s sister called for him; as usual, he was
not around.
Then, having the class look at the punctuated sentences, ask students what all the sentences have in common. You want them to uncover the rules of semicolons and why they are used. You can prod the class with questions like, “What do you notice about the clauses on the left side of the semicolons?” “What do you notice about the clauses on the other side of the semicolons?” “Are there different ways in which you could punctuate these sentences?” Write their answers on the board as the conversation develops.
Teacher-lead instruction, 5 minutes: Then, after giving students some time to think about semicolons, give them the facts about them:
“Semicolons
are a type of end punctuation. This
means that an independent clause must be on either side of the semicolon. Authors use semicolons when they want to link
two sentences that are closely connected.
Most of the time, the second part of the sentence further explains the
first part. Let’s take our first
sentence for example.
“A common problem is that semicolons are confused with colons. A good way to avoid this is to use a trick. Place an imaginary period where the semicolon is. If the imaginary period works, and there is a complete sentence on both sides of the period, then the semicolon is correct. If you are left with a fragment on either side of the period, the semicolon is incorrect.”
“One more thing to remember: when you use semicolons on a word processor, there is one space after the semicolon. Conventions are continually changing, and it is acceptable now to put only one space after a period, too. You may choose, in your writing, to use either one or two spaces after a period. Whatever you choose, however, you must be consistent with.”
Independent Practice, 10 minutes: Now have students write a paragraph to practice their new skills on their own. You may give them a prompt, or you may let them decide what they each want to write about. This is ok, just make sure that each student uses three semicolons in their paragraph. Note: Make sure to tell students that using three semicolons in a paragraph is usually not conventional, and that this exercise is purely for practice and to enhance their understanding. Semicolons are a great tool, but they can be overused.
Some prompts for the paragraph could be:
Write a paragraph describing a sports team that
you particularly like.
Write a paragraph about a pet that you have or
that you would like to have.
Write a paragraph about your favorite season of
the year: Spring, Summer, Fall, or Winter.
Conclusion/Debriefing: Since semicolons are useful tools that can enhance student writing when used correctly, urge students to use them in their own pieces and to pay attention to them when they are reading. The day after this lesson, as an opening activity for class, you may want to have students write a short letter to you. In this letter they can tell you how class is going for them and can ask you questions, and they also must use 2 or 3 semicolons to prove to you that they understand how to use them. This way, students are repetitively using semicolons and (hopefully) they will then feel comfortable enough to use them in their own writing.
References:
Beason, L. & Lester, M. (2003).
A Commonsense Guide to Grammar and Usage.
Applied Grammar lecture at Appalachian State University, Spring Semester 2004. Dr. William
Atkinson described semicolons. (William Atkinson, ENG 3300 lecture, Spring 2004).