LAFS.1.W.1.

3 Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide some sense
of closure.
LAFS.1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about
the topics and texts under discussion)

Tuesday October 27. 2015

Instructional Focus: Adding Details/Varied Sentence Structure
Intro/Mini Lesson (8-10 min):
Lobsters, yesterday I was rereading ___________ and the first page sounded so
smooth. I knew I had to study it a bit to found out what ______ did to make it sound
so great! After rereading it a few times I noticed that the sentences were different
lengths. Some were simple, and some were compound.
Good writers reread their writing to make sure it sounds right. Sometimes when
our sentences are all the same length it can sound choppy. Let me show you what I
mean:
Read aloud teacher piece that contains all short, simple sentences: I like pizza. It
tastes good. Pepperoni is my favorite topping. I also like bacon. We eat pizza every
Friday. Next, point students to the anchor chart so they can see that I transferred
my writing piece to the anchor chart.
Something that writers do to make their writing sound better is use different kind of
sentences.
Let me show you how I can revise my writing to make it sound better by using
simple and compound sentences
Use Anchor Chart that is premade.
o Title: Compound Sentences
o Definition: A compound sentence is two simple sentences joined together.
o Already written: I like pizza.
o Already written: It tastes good.
o Model creating a compound sentence with students: I like pizza because it
tastes good.
o Already written: Pepperoni is my favorite topping
o Already written: It has good flavor.
o Model creating a compound sentence with student-led thoughts: Pepperoni is
my favorite topping but I also like bacon.
Doesnt this sound better, Lobsters?
Guided Practice (20-30 min):
As you go off to reread your writing today, see if you have a mix of simple and
compound sentences. If you have a lot of simple sentences, try joining some of
your thoughts together!
At this point students will head to their seats to independently work on their writing
pieces. I will monitor, check in with students, assist when needed and complete
one-on-one conferences.
Mentor Text: Teacher piece that includes all short, simple sentences
Share (5 minutes): Students will return to the carpet to share what they are working on
in their piece. I will choose 2-3 students randomly and will be looking for them to share

things from previous lesson plans along with examples from their text.
Differentiation: One on one conferences with 3 students
Materials & Equipment: Mentor texts, chart paper, markers, writing paper, pencils,
conference sheets
Assessment: No student work will be collected today but I will formatively assess the
students by observing their work, one on one conferences and follow up conferences.
Technology: Document projector
Self-Assessment: Follow-up conferences, self-assessment questions: Were the students
engaged? Were the students focused? Were the students following directions? Did
students participate?