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PRELIMINARY INFORMATION Angelica Rinebarger Name th February 26 , 2016 Date Title of Lesson Sentence Fluency Subject Writing th 5 Grade level 40 minutes Time frame for lesson Objectives
The learner will be able to combine c ombine two or more simple sentences to create a fluent sentence by the end of the lesson with 80% accuracy.
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STATE STANDARDS 5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
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LESSON FORMAT Set/Statement of Objective Hold up the writing competition owl for the whole class to see. This will get them super excited! They know this means there’s going to be a competition. Tell the class that today they’re going to be working on writing fluent sentences and should be paying close attention because it will help them during the writing competition.
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Input This is the highest achieving class of fifth graders at Hull. They will be able to easily keep up and stay on track throughout the lesson even if it moves quickly. Show the Sentence Fluency PowerPoint either on the computer or under the doc camera. Read the sentence fluency definition slide. Read the example slide. Show students the difference between a choppy and a fluent sentence. Also show them how they can add their own flare to a sentence. Repeat step 3 for the second example slide. Pass out the Sentence Fluency worksheet. Guided practice/checking for understanding Place the Sentence Fluency worksheet under the doc camera and go through it together as a class. Start by reading the directions and the example. Do the first two questions together. Have the students do the second two questions on their own. Instruct students to turn in this worksheet to the white basket when they’re done. This worksheet will be taken for a grade.
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Closure Tell students that the writing competition is going to be about sentence fluency. They may work by themselves or with one partner. Allow them 30 seconds to move seats if they’re going to be working with someone else. Each student or pair of students should have a blank piece of paper and pencils. Tell students that they’re going to be shown two sentences. Their mission is to combine the sentences to make one fluent sentence, while also adding their own bit of “flare” (like the PowerPoint examples). This would be details, word choice, adjectives, etc. It must be one sentence only. Check for understanding with a thumbs-up or thumbs-down. Show the first writing prompt under the doc camera. Allow 5 minutes for students to come up with their sentence. When the 5 minutes are up, start with any student and have them read their sentence aloud. Take private notes on good or bad things about their sentences and star those that are well written and will need to be read again a gain with the others that are well written. Once everyone has finished reading their sentences, have those that are starred re-read their sentence and decide on the winner(s) of the writing competition owl. Repeat the same steps if there is enough time left (at least 10 minutes). ASSESSMENT Method – Worksheet Students will complete the Sentence Fluency worksheet. Criteria for Mastery – 10 out of 12 possible points.
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MATERIALS/ATTACHMENTS Doc camera Writing competition owls Sentence Fluency PowerPoint Sentence Fluency Worksheet Sentence Fluency Competition Prompts Lined paper and pencils for students
Sentence Fluency
Sentence Fluency Sentence fluency is the rhythm and flow of the language and the sound of word patterns. ! It is also the way in which writing sounds to the ear. !
Sentence Fluency Sentence fluency is the rhythm and flow of the language and the sound of word patterns. ! It is also the way in which writing sounds to the ear. !
Example: !
I like muffins. They taste good.
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I like muffins because they taste good.
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I love muffins because they taste sweet and make an excellent breakfast.
Example: !
I like muffins. They taste good.
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I like muffins because they taste good.
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I love muffins because they taste sweet and make an excellent breakfast.
Example: !
I have a green blanket. Sarah has a yellow blanket. Kenny has a red blanket.
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I have a green blanket , Sarah has a yellow blanket, and Kenny has a red blanket.
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I have a soft, green blanket, Sarah has a
Example: !
I have a green blanket. Sarah has a yellow blanket. Kenny has a red blanket.
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I have a green blanket , Sarah has a yellow blanket, and Kenny has a red blanket.
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I have a soft, green blanket, Sarah has a bright yellow blanket, and Kenny has a striped red blanket.
I walked home yesterday. I saw a duck in the lake.
John went to the library. He checked out
John went to the library. He checked out two books.
Pre - Conference Form Name: Angelica Rinebarger
Cooperating Teacher: Heather Erndt
Placement Setting: Hull Elementary
University Supervisor: Kelly Papala
Date/Time of Scheduled Observation: 2/26/16 2/26/16 at 1:45 p.m.
Lesson Analysis Review State Standard 5.L. 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Pre - Conference Form Name: Angelica Rinebarger
Cooperating Teacher: Heather Erndt
Placement Setting: Hull Elementary
University Supervisor: Kelly Papala
Date/Time of Scheduled Observation: 2/26/16 2/26/16 at 1:45 p.m.
Lesson Analysis Review State Standard 5.L. 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Measureable Objective/Sub-objective(s) Objective/Sub-objective(s) to be addressed ! How will it be communicated communicated age appropriately? appropriately? Document the SMART goal (Specific, Measureable, Achievable, Relevant, and Time-based)
The learner will be able to combine two or more simple sentences to create a fluent sentence by the end of the lesson with 80% accuracy.
At the beginning of the lesson: What will be the teacher be saying and doing
Show the Sentence Fluency PowerPoint either on the computer or under the doc camera. Read the sentence fluency definition slide. Read the example slide. Show students the difference between a choppy and a fluent sentence. Also show them how they can add their own flare to a sentence. Repeat for the second example slide. Pass out the Sentence Fluency worksheet.
What is the expected student response to the instruction? What will the students be saying and doing? (Explicit details must be articulated.)
Students will be sitting at their desks listening. They will be responding to what the teacher is saying with “yes” and “no”. They will most likely give their own input on how to make the sentences better.
In the middle of the lesson: What will be the teacher be saying and doing
What is the expected student response to the instruction? What will the students be saying and
doing? (Explicit details must be articulated.) Place the Sentence Fluency worksheet under the doc camera and go through it together as a class. Start by reading the directions and the example. Do the first two questions together. Have the students do the second two questions on their own. Instruct students to turn in this worksheet to the white basket when they’re done. This worksheet will be taken for a grade.
Students will be writing on their worksheets during this time. They will be following along as we go through the first two questions together and then working silently on the last two questions.
At the end of the lesson:
What will be the teacher be saying and doing
The end of the lesson is the closure activity that is detailed below.
What is the expected student response to the instruction? What will the students be saying and doing? (Explicit details must be articulated.) Students will be working individually or in pairs to combine two sentences to make a fluent sentence with added “flare.” They may talk to each other during this time but they only have 5 minutes.
What will Lesson Closure Look Like -
Tell students that the writing competition is going to be about sentence fluency. They may work by themselves or with one partner. Allow them 30 seconds to move seats if they’re going to be working with someone else. Each student or pair of students should have a blank piece of paper and pencils. Tell students that they’re going to be shown two sentences. Their mission is to combine the sentences to make one fluent sentence, while also adding their own bit of “flare” (like the PowerPoint examples). This would be details, word choice, adjectives, etc. It must be one sentence only. Check for understanding with a thumbs-up or thumbs-down. Show the first writing prompt under the doc camera. Allow 5 minutes for students to come up with their sentence. When the 5 minutes are up, start with any student and have them read their sentence aloud. Take private notes on good or bad things about their sentences and star those that are well written and will need to be read again with the others that are well written. Once everyone has finished reading their sentences, have those that are starred re-read their sentence and decide on the winner(s) of the writing competition owl. Repeat the same steps if there is enough time left (at least 10 minutes).
