LESSON PLAN FORMAT FOR TLS 322/323

Name__Cassie Plote___ Date

Submitted____________________
Grade Level__5th_ Date Taught________________________

Essential Question(s):

What makes a good sentence?

Arizona State/Common Core Standard(s):

1.Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagesuchas
metaphorsandsimiles.(5.RL.4)

2.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(a
singlesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,andaudiences.(5.W.10)

3.Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,
andcleareventsequences.
a.Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters;organizeanevent
sequencethatunfoldsnaturally.
b.Usenarrativetechniques,suchasdialogue,description,andpacing,todevelopexperiencesandeventsorshow
theresponsesofcharacterstosituations.
c.Useavarietyoftransitionalwords,phrases,andclausestomanagethesequenceofevents.
d.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.
e.Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.(5.W.3)

Content Area Objective(s) Blooms Taxonomy:

The student will create their own piece, focusing on sentence fluency and the
inclusion of details.

Language Objective(s):

The student will use descriptive language in their writing.

New Vocabulary (2-5 words):

Sentence fluency
Descriptive writing

Anticipatory Set:
Sentence
Details
Teacher Actions/Student Actions:
1. Teacher will read Velma Gratch and the Way Cool Butterfly, as student
listens to the story.
2. Teacher will ask student what she noticed about the authors writing
and use of sentences. What makes a quality sentence?
3. Teacher will encourage student to share some things they may notice
about their own writing and sentences. (Do you vary your sentences or
do they typically start the same? Do you vary your sentence length?
Do you include details so readers can visualize and better understand
your writing? How can you make you make your sentences even
better?)
4. Teacher will go over Stretch a Sentence chart.
5. Teacher will lead student though her own stretch a sentence activity.
Student will come up with her own example and move through the
progression similar to the chart.
6. Teacher will refer back to the story to elicit student ideas regarding
their narrative and provide the prompt: Think about a time or situation
where you were feeling defeated or sad. How did the situation improve
and end happy?
7. Student will apply this knowledge to her own writing by creating a
narrative and writing for 5 minutes without stopping.

Possibilities for Differentiation:

Student may need extra scaffolding and examples as models of good
writing.
The Stretch a Sentence chart will provide pictures and an example of
how a writer might expand and include more detail in their writing.
The student may need extra help and practice to form a sentence
progression similar to the chart, using their own idea or topic.

Closure:
The student will share their narrative
The teacher will point out and compliment an example of a detailed
sentence from the students writing.

Assessment (formative and/or summative):

Formative- student will identify what makes a quality sentence.
Summative- Student will write their own piece, mirroring the activity in
the picture book and using what they have learned about sentence
fluency.

Materials/Resources:
 Book- Velma Gratch and the way Cool Butterfly
Paper and pencil
List of what makes a good writer (good writers: Start their sentences in
different ways, Use transition words, use short (simple) and long
(complex) sentences.
Paper chart- Stretch a Sentence