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Angelou Almeria Sentence Fluency

70 mins Grade 3

Lesson: Creating Fluent Phrasing

Unit Overview
Main Idea (Claim) Summative Assessment
 Learning the purpose of Sentence Fluency
and applying it with their own
sentences/phrases.

Guiding Questions Objectives (know/understand/do/value)

 What is the benefit of rhythmic effect on The student will . . .
sentences?  Be able to create their own fluent sentence
 How to create a fluent sentence? like in the book.
 Understand the benefit of rhythmic effect on
sentences.

Time Instructional Procedures and Strategies

5 mins Beginning the Lesson
1. Review the students of the lesson yesterday. Tell the students that today they will learn
how to create a fluent sentence.
2. Explain why Momma, Where are you from? is smooth and easy to listen; because the
author uses different sentence fluency techniques.
 Ask the students about the techniques that the author used based on the traits that we have
discussed yesterday: Combining the phrases into one sentence which falls on the
construction and stylistic effect.

Developing the Lesson

5mins 1. Hand out the copies of the Sentence Patterns reproducible page and read together with
the students the sentence given on the paper.
- Tell the students that the technique used by the author is combining the long
sentences and phrases.
5mins 2. Read with the students the different phrases used by the author that answers the question
“Momma, where are you from?”
 Monday mornings
 Washing loads of clothes in the wringer washer
 Peach baskets full of laundry to hang on the clothesline strung from tree to tree.
 Sun bleaching the sheets
 Wind whipping the sheets
3. Have the students be in groups of 3-4 and ask them to discuss/answer what is the roles of
10mins
each phrases in the sentence.
- Have them comeback in their proper places and discuss with the whole class their
answers.
4. Discuss with the students the key questions on the paper given to them.
10mins
- What happens to the sound of the sentence when the word Momma is moved from the
beginning to the end of the sentence?
- Which sentence do you like better?
- What is the benefit of phrasing the question both ways in the text?
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Angelou Almeria Sentence Fluency
70 mins Grade 3

10 mins 5. Tell the students that they’ll have a writing activity for creating fluent phrasing.
- Explain to the students that they will write their own “I am…” statements that will be
made into different types. Use the page reproducible page as an example to them.
- Give them the page to answer too.
10mins 6. After doing the activity, tell the students to select the best sentence about what they like
to do and remind them about the tips given on the Think About: Smooth and Rhythmic
Phrasing reproducible page that you gave them.
- Encourage them to read their sentence and put a star by the one they feel sounds the
best.
- After choosing the sentence, have the students write their sentence on the Question
and Answer reproducible page. Tell them to begin their sentence with “I am” and
remind them that they should write it as fluent as possible.
10mins Closing the Lesson
- Review the lesson.
- Ask the students what they have learned.

Formative Assessment Differentiation

- Worksheets/Activities

Resources

Evaluation and Reflection

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Angelou Almeria Sentence Fluency
70 mins Grade 3

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?