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Kiiit Final

The document provides guidance for a lesson plan to teach students about adding details to writing through stretching sentences. It includes directions for an activity where students will take a sentence from a short story and make it more detailed by adding sensory images and active verbs. The lesson aims to help students improve their writing by making it more sophisticated and engaging for readers.

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akjysanchez
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12 views2 pages

Kiiit Final

The document provides guidance for a lesson plan to teach students about adding details to writing through stretching sentences. It includes directions for an activity where students will take a sentence from a short story and make it more detailed by adding sensory images and active verbs. The lesson aims to help students improve their writing by making it more sophisticated and engaging for readers.

Uploaded by

akjysanchez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Addressing Essential Question(s):  What makes a story work?

Hook/Anticipatory Set:  Explain to students, “Good writers include


many details in their writing. Even within a single sentence, good
writers include details.” Steps/Procedures: 1. Distribute the
handout, “Stretching.” 2. Ask students to read through the
paragraph from Joeterricka Grant. 3. Have students write down their
questions about the story. 4. Ask a student to read the paragraph
aloud. 5. Elicit questions about the paragraph and list them on the
board. 6. Ask students to use these questions to take one of
Joeterricka’s sentences and stretch it to be more detailed. 7. Here,
you can have students share their sentences and discuss how they
fixed the paragraph. 8. A possible extension of this activity would
be to give students sentence strips and put them in small groups.
Have each group write one stretched sentence for the story. Post the
sentences and then discuss how you would organize them into a
paragraph. 85 9. Some may skip step eight and ask students to return
to their rough drafts. Pairs exchange drafts, read and record
questions that they have about the story. Students return drafts with
questions and writers attempt to address these questions by
stretching sentences and even paragraphs. 10. A final option would be
to go in the opposite direction. Look at a sample of student writing
that is too wordy or too slow. Ask students about how they can
compact it and still get the same idea across. 86 87 Lesson #20:
Craft Lesson – Sensory Images and Active verbs Duration: 50 minutes
Priority standards: 10.07; 10.09; 10.11; 10.18.09; 10.18.11 Brief
overview of lesson: To scaffold your students' editing process by
asking them to pay close attention to how imagery and active verbs
can improve their own writing. As a result, your students' work will
become more sophisticated and mature. This activity was taken from
pages 38 – 40 of the PPS Of Mice and Men curriculum. It may be
combined with other craft lessons in a day of tiered instruction.
Materials needed:  Student handout on Imagery and Active Verbs 
Excerpt from Francisco Jimenez's book, Breaking Through 
Highlighters  Student papers Key vocabulary: active verbs, imagery,
word choice Addressing Essential Question(s):  What makes a story
work? Steps/Procedures:  Pass out the student handout on word
choice.  Read over the explanations of sensory imagery and active
verbs with your students. Clarify any questions about these
definitions.  When you get to section C, pass out the excerpt from
Breaking Through. Give the students two highlighters each: one for
imagery and one for verbs.  Ask the students to read the marked
parts of the excerpt on their own. Have them highlight where in the
piece the author uses sensory images and active verbs.  After
giving time for them to work, ask for volunteers to share what
imagery they found. Ask them to detail which sense this imagery
appeals to, and to explain how this adds vibrancy to the writing. 
What verbs did the students find? They may, for instance, note the
use of the word “trembled” in the first paragraph. How does this
verb develop a specific reaction from the reader? What is a less
specific verb the author might have used? (examples: “I was
scared.” In the author's version, he employs both sensory images and
an active verb to convey his fear. “I was scared” uses a static
verb, 'was,' and employs no sensory imagery. How does th

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