Week Four / Day One Lesson Plan

Stretch-A-Sentence

Duration:  One 50-minute class period

 Rationale:  This collaborative lesson integrates grammar and usage into the writing process.  It stresses the importance of adding interesting details and information to short sentences, and it confirms that “how” and “what” they write matters in the world.  

 Objectives:  Students will have learned:

 ► To use standard English conventions during the creative writing process to add detail,

         information, and interest to a short sentence.

 ► To expand a short sentence using an opening participle phrase modifier with correct

         punctuation.

 ► To connect two related, independent clauses using a semi-colon. 

Method:

Anticipatory Set:  Write the sample sentences on the board:  “The dog ran into the store.”  Followed by:  “Looking both ways and leaping from the parked car during a thunderous rainstorm, the over-excited, large, black dog ran across the busy street into the convenience store to see if its pokey owner was still purchasing the extra-large Milk Bonesâ and bottle of Avianâ spring water for the dog’s supper; the humongous dog was especially hungry that rain-soaked night.”  Ask the students what they think of the first sentence.  Most likely, the students will make statements like “it is boring” or “there is not much to it” etc.  If not, the instructor leads them into the question of why would we want to make short, uninteresting sentences more exciting and detailed.  Talk about how future employers would think of a person who could not write an interesting, complete sentence and how we are judged by our ability to communicate with the written word.  Also, talk with the class about the creative aspects of writing a sentence.  Point out the title “Stretch-A-Sentence” and give analogy of stretching and molding clay.  Let the students know that they too can learn how to write interesting and accurate sentences. 

Make the point that there is a lot in the “stretched” sentence.  For this lesson, they will be concerned with just two aspects, the participle phrases at the opening of the sample sentence and the semi-colon near the end of the sentence.  While pointing out the words “looking” and “leaping” in the sample sentence, the instructor discusses the use of participles (“ing” verbals) and how they modify the subject, “dog.”  Then the grammar lesson will be on the use of the semi-colon in the sample sentence and how the two independent clauses relate to each other.  Discuss why in the case of the sample sentence a “, and” would not be as effective.  (Too many “ands” already.) 

Finally, discuss the reason why they will be writing a creative sentence to learn grammar conventions and how they can add detail, information, and interest to a short, core sentence.  Hand out rubric for assessment of sentences.  Use rubric with the class to evaluate the sample sentence already on the board.          

Have the students move into groups of three or four.  Have them write an extension to the core sentence, “The student walked into the classroom.”  Remind them to use the rubric and to use an opening participle phrase or two and the semi-colon.  Also, remind them that this is a creative writing exercise so they should be open to ideas and to have fun.  They will sign all names and hand in at the end of the class.  Walk around to monitor progress.  Have students read aloud the sentences.  Discuss. 

Closure:  Tell the students that there are many ways to create complete, interesting sentences and that the sentences that the class came up with are just a few examples.  Make the point that writing is not a formula; the two methods covered today are there to use or not use.  We are coving the material so they are familiar with the method and have the choice to use it or not.  Come back to the reasons why we would want to write good complete sentences and how we can be creative while doing so. 

Assessment:  Watch and listen for understanding of the concepts during the lesson.  Use rubric to assess the groups’ sentences and the individuals’ sentences.  Assessment will also come when the concept is used in actual student writing.     

Homework:  Use the stretch-a-sentence concept for current student writing.

return to Unit

return to Lesson Plans

return to Rebecca Moore