Super Sentence Lesson Plan

GRADE: 4-8

NE STANDARDS:

	8.2.1 By the end of the eighth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.
	8.2.3 By the end of the eighth grade, students will revise and edit descriptive compositions.

OBJECTIVES:

Students will increase sentence fluency skills through revision of simple, "dull" sentences.

ASSESSMENT (formative and summative):

	Students will be observed during the writing process.
	Students will be assessed with a rubric to evaluate their revised sentences.

MATERIALS:

	3 x 5 cards with sentences for student revision.
	Bulletin board for display of examples of class work, or other means of publication of student work.
	Paper
	Pens/pencils

PROCEDURES:

Anticipatory Set: Example of a very simple, dull sentence will be read to students. This will be followed by an example of a sentence which includes more creativity and description. Discussion will take place regarding students’ preference in the sentences, and why they would prefer to read one type of sentence over the other.

Vocabulary: Guidance will be provided to students in using resources to build upon needed vocabulary for this assignment.

Activities:

1. Students are provided with 3 x 5 cards containing simple, unadorned, yet complete sentences. Each student should receive five different cards containing five different sentences. Sentences should be distributed so that there will be several student examples of each different sentence provided. Example sentence: I went for a walk.

2. Students are prompted to ask themselves questions in regard to the simple sentences such as "who? what? where? when? why?" in order to bring life and color to their sentence. For example: Where did you go? When did you go? Why did you go? Who did you go with? Did you come back?

3. Using the ideas generated, students will add to the original sentence in providing detail, description, etc. The result is a "super sentence". Example: Last night, I took a long walk through the dark woods.

4. Student work is compiled by displaying the original sentence, with examples of student "super sentences" beneath. This may be displayed on a "Super Sentences" bulletin board, or a book may be created for students to "write in" their examples as a way to publish their work.

Provision for special needs: Graphic organizers may be used with students who may be struggling in coming up with creative ideas and putting these together into sentences.

CLOSURE

Read aloud the original "simple" sentences, and have students share examples of how they transformed this into a "super sentence". Discuss as a class why sentence fluency is important to consider in writing. Discuss what place the process used in this lesson might have in their other writing activities.

References: http://www.nwrel.org/assessment/lessonplans.asp?odelay=2&d=1&search=1&grade=5&trait=0&l=106

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