1. Topic-
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| Making sentences more interesting, descriptive, and dynamic. |
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2. Content-
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| Varying sentence structure, adjectives, adverbs, conjunctions, Exploding
or Expanding sentences |
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3. Goals: Aims/Outcomes-
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1. Use adjectives and adverbs to make sentences more descriptive.
2. Use coordinating or subordinating conjunctions.
3.Turn simple sentences into either complex or compound sentences. |
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4. Objectives-
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CCSS.ELA.Literacy.L.3.1.A:
- Explain the function of nouns pronouns, verbs, adjectives, and adverbs
in general and their functions in particular sentences.
CCSS.ELA.Literacy.L.3.1.I:
- Produce simple compound, and complex sentences.
CCSS.ELA.Literacy.L.3.1.H:
- Use coordinating and subordinating conjunctions. |
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5. Materials and Aids-
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1. Printed, blank Mad Libs
2. White board
3. Markers
4. Paper
5. Pencils/pens
6. Teacher's notes |
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6. Procedures/Methods-
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A. Introduction-
1.Mad Libs- get suggestions from students, then read to class.
2. Discuss what each part of speech is/does using examples found in
Mad Libs.
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B. Development-
1. Write simple sentences on board. Ask students for suggestions
on how to make sentences more interesting/descriptive using adjectives
and adverbs.
2. "Another way to spice up our writing is to use compound and complex
sentences."
a. Give book definitions of simple, compound, and complex sentences.
b. Write on board examples of simple, compound, and complex sentences.
Ask students what makes them different. Can they simplify the definition?
How would you define this?
c. Discuss coordinating conjunctions (FANBOYS), and subordinating
conjunctions.
d. Write out sentences and have students identify the conjunction.
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C. Practice-
1. Explain "Exploding sentences." Give a couple examples on board.
2. Do a couple together on board discussing the changes with each
new sentence.
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D. Independent Practice-
1. Write a few sample simple sentences on board. Have students choose
two, and on a separate sheet of paper, expand up to 5 sentences total.
Students must underline and label changes made. Volunteers may read
theirs out load. Discuss as a class.
2. On same sheet of paper, have students write their own exploding
sentences following a stipulation for each expansion, students must
underline changes made. EX. Add an adjective to modify the noun. Add
an adverb to modify the verb. Add a dependent clause connected with
a coordinating conjunction.
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
- Ask students what makes a sentence a compound sentence.
- Ask students what makes a sentence a complex sentence.
- What are examples of coordinating/ subordinating conjunctions? |
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G. Closure-
| If there is time have students deconstruct sentences into simple
sentences. Use pictures from teacher's notes. |
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7. Evaluation-
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1. Students will turn in the separate sheet of paper on which they
did their own expansions with underlined and labeled additions.
2. Papers will be graded on a point system. Each group of expanded
sentences will be worth 5 points. For first two groups, one point
per new correct, expanded sentence (4pts), with an additional point
for underlining and identifying what was added to new sentence. For
The second group of expanded sentences; one point for adding an adjective
in first sentence, one point for adding an adverb in second sentence,
one point for adding a coordinating conjunction correctly to the third
sentence, one point for adding a subordinating conjunction for fourth
sentence, and one point for underlining and labeling the changes made. |
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8. Teacher Reflection-
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| The value in this activity is in students seeing how a sentence
can get better and better the more one adds to it. This method calls
for numerous parts of grammar, and allows students to employ them
in gradual steps. Young writers tend to use a lot of simple sentences,
by expanding sentences writes can get more out of each sentence. |
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