SUPER SENTENCES

Provided by Kelly

2nd or 3rd Grade                                                  

Individual

Objectives: 

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Students will identify the benefits of using descriptive words when writing a sentence.

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Students should use a minimum of two descriptive words in their SUPER SENTENCE.

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Students should use proper sentence format with correct spelling and punctuation.

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Students should follow all directions given by the teacher. 

Illinois Learning Standards:

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State Goal 3- Write to communicate for a variety of purposes

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Standard A- Use correct grammar, spelling, punctuation, capitalization and structure

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3.A.1  Construct complete sentences which demon­strate subject/verb agreement; appro­priate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.

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State Goal 3- Write to communicate for a variety of purposes

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Standard B- Compose well-organized and coherent writing for specific purposes and audiences

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3.B.1a  Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).

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State Goal 4- Listen and speak effectively in a variety of situations

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Standard A- Listen effectively in formal and informal situations

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4.A.1c  Follow oral instructions accurately.

Materials:

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Prepared strips of paper with plain complete sentences on them

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Pencils

Procedures:

  1. Begin lesson by telling students that something very exciting happened to you yesterday.

  2. After students are drawn in and excited to hear the story, give one complete, yet unembellished sentence of what happened. 

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For example:  “I saw something in the sky.”

  • Ask students if they thought your story was as exciting as they hoped.

  • After student express their disappointment, ask them how you could have made the story more interesting. 

  • Ask if anyone was wondering

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    Where was I at?

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    Was I alone?

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    What did I see?

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    What did it look like?

  • Rephrase your sentence by saying, “My sister and I were in a dark field last night and saw a sparkling shooting star by the moon!

  • Tell students that the new sentence is a SUPER SENTENCE.

  • Now that students see how descriptive words can improve a sentence, pass out one strip of sentence paper to each student.

  • Explain to students that after reading their provided sentence, they should rewrite the sentence with more detail to make it a descriptive and interesting SUPER SENTENCE.  Encourage students to make a sentence that “paints a picture” in their mind (by using at least two descriptive words) of what happened.  Explain that the sentence should be in proper format with correct punctuation and spelling.

  • When students are finished rewriting their sentences, assist them in stapling their old and new sentences on the SUPER SENTENCE bulletin board.

  • Ask for students to volunteer to share their SUPER SENTENCE with the class.

  • Modifications/Adaptations:

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    For lower level reading students, provide a list of descriptive words that could be used in the SUPER SENTENCES.

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    For more advanced reading students, give one sentence, but instruct them to write a short descriptive story rather than rewriting the sentence.

    Extensions and Technology:

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    Have students draw a picture of what they visualize in their mind after reading a descriptive SUPER SENTENCE.

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    Review the nouns, verbs, etc. found in each sentence with the students.

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    Students can be permitted to use an online dictionary to find descriptive words.

    Assessment:

    ·        Student’s will be given full credit if their sentence is written with at least two descriptive words combined with proper spelling and punctuation.

    ·        Students must have also followed the proper oral instructions given in order to receive full credit.

    This lesson was adapted from NWREL at http://www.nwrel.org/assessment/printer.asp?d=1&1=106

     

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