Jordan Going

Lesson Plan Outline: Sentence Fluency

Grade Level: 3rd 12th

Type of Writing: Expository

Mentor Text: Owl Moon by Jane Yolen

Materials: construction paper, scissors, tape, two passages from 6+1 Traits of Writing book, white
board, dry erase marker

Procedure:

1. Pass out construction paper, scissors, and tape to each student (They will have to share the
scissors and tape).
2. Model how to create a paper slinky by cutting the piece of construction paper into thirds, taping
the thirds together, and then folding the entire thing accordion style.
3. Have the students create their own slinky, and help them where needed.
4. When all the students are finished creating their slinkys, instruct them that you will be reading a
passage, and that as you do they will stretch their slinky to match the length of each sentence.
5. Read the passage called Bud and let the students stretch out their slinkys as you do.
6. After reading a quite a few sentences, ask the students to stop and discuss the length of the
sentences they have just heard. Ask: Were they all the same length? Were some short and snappy
while others were long and languid?
7. Then read another passage, Remembering Our Flag and have the students again stretch their
slinkys to match the length of the sentences.
8. Ask similar questions stated above about the length of this piece, and have the students discuss
the differences and similarities. Ask: Which passage had the greatest variety in sentence length
and structure? Which one was more fluent? Which one held their attention better?
On the white board, create with the help of the students the criteria for what good sentences
should look like and how they function in good writing.
Example:
Good Sentence Fluency . . . .
Makes the writing easy to read aloud
Has lots of different kinds of sentences: long and short
Hs sentences that begin in different ways
9. Pass out the Sentence Fluency Checklist to each student.
10. Read either Bud or Remembering Our Flag again and have the students write the name of the
passage at the top, and then fill out the graphic organizer as you read the passage. Give the
students adequate time to finish after you read the passage.
11. Ask the students which points they gave checkpoints to on the graphic organizer and which points
they didnt, and why. Refer back to the criteria you wrote on the board and see if their
checkpoints match up with it.

*Both passages stated above can be found in Chapter 6 in 6+1 Traits of Writing.