Break the Monotony Lesson Plan

Grade Level:   2^nd Grade

Introduction to sentence beginning: It is common for young writers to use sentences with the same beginning and the same length in their writing. This lesson will introduce the idea of varying sentence beginnings and varying the length of sentences in the students writing.

Objectives: Vary sentence length and sentence starters

EALR – The student writes in a variety of forms for different audiences and purposes

NETS standard – Research and Information Fluency (#3) Students apply digital tools to gather, evaluate, and use information.

In this lesson we will address two components of this standard. Students will use digital tools such as thesauruses and dictionaries to gather and use information for the lesson. While practicing the lesson the students will use word processing and the options available to report and apply their understanding of varying sentence length and sentence starters and begin to see that it is a component to fluency.

Note the technology options listed can either be done as an option along the way or it can be used as the next step. For the next step option, they can use the cubes for the beginning process and then try it again later with the technology option. The technology option will allow the students to apply this concept on future assignments. The technology option also gives the students a more feasible option to use in their natural environment.

Materials:      Colored Cubes          Pencil                                    

                        Lined paper              Overhead with examples

                        Computers                Thesauruses

                        Dictionaries             Dr. Seus Books

 

Class Introduction: Teacher will create a piece of writing in which all the sentences begin with the same word. Read the piece aloud (See example below). Ask the students what they notice about your sentences. If the students do not see the concept, ask them to listen to the beginning.

Example Class Introduction:

We had fun this weekend.

We went to the beach.

We met our friends.

We went to town.

I had lots of fun.

Begin Lesson: Once they have identified that all the sentences begin with the same word put the sentences on the overhead. Go through the sentences and underline the first word. Put a color cubed next to the sentences that start with the same word (Example put blue cube next to all the sentences that start with we, put a green cube next to all the sentences that start with I). Then invite students to help you think of different ways to begin each sentence. Ask the students if we cannot think of a word that means the same thing, what resource tool can we use? (Thesaurus). Ask students what other resources might help or could we use to come up with new words (Dictionary, Word Wall)? Can we change around the words in the sentence to start it with a different word?

Practice: Give the students some topics they can write a paragraph on. Write the options up on the overhead. After they have written their paragraph have them write each sentence on a different line. Have them check their sentences beginnings. Have the students underline the first word in each sentence. Instruct students to place a color cube next to the first word of every sentence. If any of the sentences begin with the same word the color cubed next to the first word should be the same. 

i.e. Students sentences are:

 (Yellow cube)           We went to the store.

(Yellow cube)           We bought chocolate candy bars.

(Blue cube)                I got Hershey.

(Green cube)             My mom got Snickers.

If the students sentences are beginning with the same word have the students then practice changing their sentence beginnings. Students can reference words walls, thesaurus, dictionary, and other resources available in the classroom. If their sentences are already different have samples available that they can practice on. Option they can look in their journals at some of their own writing. Explain to the student that the structure of the sentence is important when it comes to fluency. Explain fluency (See below). Explain we are only going to work on two elements today that all contribute to fluency.

Fluency:

• Rhythm & flow of language
• Varied length and structure
• Word choice + fluency = contribute to voice
• Smooth sentence flow
• Sentence continuity
• Statements and questions
• Hear your character speak
• Begin with different words
• Easy to read, brings out voice

Technology –If you do not have color cubes this lesson can also be done with this format. Have students write their paragraph on the computer. Then have the students dissect the paragraph into individual sentences. Have them use the background option and highlight each sentence beginning. There should be a different color for each different word. With this option the students can also access a thesaurus or dictionary online and use this as a learning tool.

i.e.       Patty and I went to the mall on Friday.

            We picked out five outfits.

            I asked her which one she liked.

            Patty said, the second one.

 

Next Step: Variance in Length – Teacher will create a piece of writing in which all the sentences are very short or very long. Ask the students to listen for the flow of the sentences. Now put those sentences up on the overhead. Have students count the amount of words in each sentence. Read sentences from the book Dr. Seus. Ask them if they could hear the difference in length of sentences. Go back to the example on the overhead and go through the sentences and change the sentences to vary the length.

 

Practice: Have the students pullout their previous sentences that were used. Have them count how many words in each sentence. Have them practice varying their sentence length.

Technology – Students can put their sentences on a word document and do the process on the computer.

Application:  Show students the checklist (See Example). Explain that we will use this on future assignments. This will help students apply what we practiced. Introduction to the next step (new lesson). 

Assessment: Teacher will give students an assessment to see if they understand the process of comparing sentence length and variance of sentence beginnings.  This assessment will also show if the students recognize tools they can use in order to help them through the process. The test incorporates both exercises; sentence length and sentence variation.  Show the students the checklist and work through the steps (See example). 

Checklist:

• Each sentence starts with a different word (look at color)
• Sentences, long & short in length (count words)
• I used a new word. It is ________.
• My favorite word in this paper is ________.
  

Assessment: 

Students choose one of the following options. You can either use the computer for this test or you can do it on paper.

Take the following sentences and vary the length and structure just as we did in class. Make the changes to this paragraph that show you have learned the process we covered in class.  (Hint think about the process we did and the resources we talked about that can help you through this process. Second Hint: first word, and word count)

I went to the store on Friday. I got five outfits to wear. I was so excited that night. Sally my sister was so mad. She thought it was not fair. She said I always get everything. 

When you are done raise your hand and I will come around and assess your answer.

Additional practice: Have students look through books and write each sentence on a different line and have them check for sentence beginning and length variation. Technology – Students may look up books on line and type them into a word document and practice the same skill. Other Suggestions to work on fluency: Read aloud, hear sound and rhythm, strong beat - move Brainstorm what moves with rhythm Bag of sentence and fragments - identify which is which Plastic phones - listen to voice as they read aloud