Stretch That Sentence
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Stretch that Sentence
Writers Workshop Daily Plan 1. Mini-Lesson Focus:
Procedural
Process
Trait
Sentence Fluency Conventions
ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity
Stretch That Sentence: Come up with a basic sentence such as “Matthew ate the pizza.” Tell students that the sentence is going to be passed around. The rule is that each person must add or change one word to make the sentence more specific and interesting: Matthew ate the pizza. Matthew gobbled the pizza. Matthew gobbled the cheese pizza. Matthew gobbled the hot, cheese pizza. Continue to do this with several other sentences until everyone has had a chance to play the game. Tell students that during Writer’s Workshop you want them to practice making specific and interesting sentences. They can begin with a simple sentence and then continue to revise it until it is interesting and specific.
2. Status of Class 3. Student Writing/Teacher Conferring 4. Author Share:
Student
Teacher
Allow students to share some of the sentences that they have revised to make them interesting and specific. Materials • • •
Overhead with markers or Chart paper with markers Paragraph from favorite text
Mini-Lesson: Status of Class: Write/Confer: Sharing:
Literature Connection The Ghost Dance by Alice McLerran Dogteam by Gary Paulsen
Troup County Schools 2008
10 minutes 5 minutes 25 minutes 5 minutes
Stretch that Sentence
Writers Workshop Daily Plan 1. Mini-Lesson Focus:
Procedural
Process
Trait
Sentence Fluency Conventions
ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity
Stretch That Sentence: Come up with a basic sentence such as “Matthew ate the pizza.” Tell students that the sentence is going to be passed around. The rule is that each person must add or change one word to make the sentence more specific and interesting: Matthew ate the pizza. Matthew gobbled the pizza. Matthew gobbled the cheese pizza. Matthew gobbled the hot, cheese pizza. Continue to do this with several other sentences until everyone has had a chance to play the game. Tell students that during Writer’s Workshop you want them to practice making specific and interesting sentences. They can begin with a simple sentence and then continue to revise it until it is interesting and specific.
2. Status of Class 3. Student Writing/Teacher Conferring 4. Author Share:
Student
Teacher
Allow students to share some of the sentences that they have revised to make them interesting and specific. Materials • • •
Overhead with markers or Chart paper with markers Paragraph from favorite text
Mini-Lesson: Status of Class: Write/Confer: Sharing:
Literature Connection The Ghost Dance by Alice McLerran Dogteam by Gary Paulsen
Troup County Schools 2008
10 minutes 5 minutes 25 minutes 5 minutes
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