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SAMPLE UNIT PLAN
FOR SENTENCE FLUENCY

Below is a sample unit plan for Sentence Fluency. The days are approximate and for sample purposes only; you may move through the items quicker or slower than listed. It also depends on how long your classes are. I am basing the sample on a 45 minute class period. The sample also does not mix in Writing Conventions lessons. Some items below refer to pages at this site. I have included links for your convenience.

If any part of this unit plan does not make sense, please let me know! I want it to be teacher friendly.

PREPARATION FOR ALL UNITS:

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Create Six Trait Manipulatives for the students.

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Create Six Trait Handbooks for students.

PREPARATION FOR SENTENCE FLUENCY UNIT:

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Create a unit notebook for Sentence Fluency.

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Choose a few picture books that illustrate Sentence Fluency. Make notes for yourself telling why each book is a good example of Sentence Fluency.

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Compile cartoons that illustrate Sentence Fluency. Develop a way of sharing the cartoons with the students.

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Create a trait descriptor poster for Sentence Fluency. Display it in the classroom.

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Create quotes posters or handouts for Sentence Fluency. Display the poster in the classroom or keep copies of the handouts ready for students.

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Create the "Teaching Sentence Structures as Family Units" lesson.

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Create the "Sentence Beginnings" activity.

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Copy sample papers for Sentence Fluency. Read and score the papers yourself. Be prepared to discuss them with your students.

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Make one copy of the "Sentence Fluency Read-Aloud Checklist " for each student.  (You could create a classroom poster instead.)

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Prepare a writing assignment to assess the trait of Voice. Be sure to create a writing process timeline to accompany it.

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Make two copies of the Sentence Fluency peer response sheets for every student.

DAY 1:

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Share and discuss the definition of Sentence Fluency.

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Share and discuss the descriptors of Sentence Fluency.

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Present the rubric for Word Coice. In their handbooks, have the students highlight key words and phrases that exemplify each level of the rubric.

DAY 2:

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Review the descriptors for Sentence Fluency.

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Share and discuss the cartoons that illustrate Sentence Fluency.

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Share and discuss the quotes that illustrate Sentence Fluency.

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Share a picture book or two that illustrates Sentence Fluency. Use the rubric and descriptors to discuss why the book is a good example of Sentence Fluency.

DAY 3:

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Review the definition for Sentence Fluency.

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Use the "Teaching Sentence Structures as Family Units" lesson.  Be sure to provide practice in identifying and using the four sentence structures.

DAY 4:

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Do the "Sentence Beginnings" activity.  Don't forget to discuss it.

DAY 5:

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Review the descriptors for Ideas and Content. Try a different approach than on Day 2.

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Do another activity for Sentence Fluency.  I have others that are not posted at Kim's Korner for Teacher Talk.

DAY 6:

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Review the rubric for Sentence Fluency.

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Share a sample paper with the students. Use the "Sentence Fluency Read-Aloud Checklist" for the paper, discussing each question on the checklist. 

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Next, have the students use the highlighted version of the Sentence Fluency Rubric in their handbooks to score the paper. Have them use Six Trait Rubric Manipulatives to share their scores. Although scores of 2 and 4 are possible, I recommend starting with basic scores of 1, 3, and 5. This will make it easier for the students and you. The students need to be prepared to defend their opinions. Another method of sharing scores is to divide the room into three areas one for a score of 5, one for a score of 3, and one for a score of 1. When ALL students have had time to score the paper, have them move to the appropriate area. Have the students move at the same time or they will wait to watch where others are going. Be sure to discuss their reasoning for giving the paper a particular score. Score as many papers as time allows, being sure to use the Sentence Fluency Read-Aloud Checklist  for each paper.

DAY 7:

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Pass out the directions and timeline for the writing assignment you developed.

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Brainstorming 1: Do your favorite brainstorming activity to help the students develop topics. Then have them choose a topic.

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Brainstorming 2: Have the students brainstorm ideas about their chosen topics.

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Go around the room and record who has completed the brainstorming activities. Answer any questions and encourage those who are having trouble finding a topic.

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Provide a graphic organizer for the students' use in organizing the ideas for their papers. Choose or create a graphic organizer that works well with the writing assignment. The graphic organizer is due at the beginning of class on Day 8.

DAY 8:

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Have the students begin their rough drafts. Based on their graphic organizers. The rough draft is due before the end of class on Day 9. (Make adjustments if necessary.)

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Go around the room and record who has completed the graphic organizer. Start in a different part of the room than you did yesterday. Answer questions and encourage those who are getting behind. Ask (or require) them to come in before school, during recess, or after school for extra help.

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When you have recorded grades for the graphic organizer, review the descriptors for Sentence Fluency again. Then give everyone a peer response sheet for Sentence Fluency. Explain to them how you want it  completed. Have them write specific suggestions for the back of the form. The writer's name should be at the top of the form and the peer reviser's signature should be at the bottom.

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Give the students the remaining time to work on their rough drafts.

DAY 9:

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Have the students find someone to trade papers with for peer revising. Any student who is not finished with his rough draft may not peer revise anyone else's paper. Students may peer revise more than one paper. Your stronger writers will finish their rough drafts first and usually make the best peer revisers. The peer revising sheet is due at the end of the class period.

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Go around the room and record who has completed the rough draft. Start in a different part of the room than you did yesterday. Answer questions and encourage those who are getting behind. Ask (or require) them to come in before school, during recess, or after school for extra help. Grade all first drafts before you grade peer editing sheets. Otherwise you may get behind.

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When a student finishes with the peer revision step and has you record the grade, she may go on to the second draft. Ask those who finish early to make themselves available to peer revise more papers. (You can offer extra credit for peer revising more than one first draft.)

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When you are finished recording grades for the rough draft, record grades for peer editing sheets. If you do not have time to record all of the grades, do that as one of the first activities on Day 10.

DAY 10:

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Have the students begin working on the second draft, following the directions for "Sentence Variety Check." This step is due before the end of class on Day 11. (Make adjustments if necessary.

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Finish recording grades for the peer revision sheets. Students may not begin the second draft until the peer revision grade is recorded. (Some students may try to bypass this step.)

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Take this time to conference with students who are behind. Again, ask or require them to get extra help.

DAY 11:

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Have the students trade papers to do the Sentence Variety Check.  This needs to be done with a different person than the first peer editing step. When a student finishes with this step and has you record the grade, he may go on to the third draft. Ask those who finish early to make themselves available to check more papers. (You can offer extra credit for checking more than one second draft.) Any student who is not finished with his second draft may not check anyone else's paper. Students may peer revise more than one paper. The third draft is due at the beginning of class on Day 12. (Make adjustments if necessary.)

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Go around the room and record who has completed the second draft. Start in a different part of the room than you did yesterday. Answer questions and encourage those who are behind. Ask (or require) them to come in before school, during recess, or after school for extra help.

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When you are finished recording grades for the second draft, record grades for the Sentence Variety Check. If you do not have time to record all of the grades, do that as one of the first activities on Day 12.

DAY 12:

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Have the students trade papers for another peer editing session, this time with a different person than the previous two partners. When a student finishes with the second peer revision step and has you record the grade, he may go on to the final draft. Ask those who finish early to make themselves available to peer revise more papers. (You can offer extra credit for peer revising more than one second draft.) Any student who is not finished with his third draft may not peer revise anyone else's paper. Students may peer revise more than one paper. The final draft is due at the beginning of class on Day 14. (Make adjustments if necessary.)

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Go around the room and record who has completed the third draft. Start in a different part of the room than you did yesterday. Answer questions and encourage those who are behind. Ask (or require) them to come in before school, during recess, or after school for extra help.

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When you are finished recording grades for the third draft, record grades for the second peer editing sheets. If you do not have time to record all of the grades, do that as one of the first activities on Day 13.

 

DAY 13:

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Have the students work on the final draft, which is due at the beginning of class on Day 14. (Make adjustments if necessary.)

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Finish recording grades for the second peer revision sheets. Students may not begin the second draft until the peer revision grade is recorded. (Some students may try to bypass this step, even more so than the first peer revision step.)

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Take this time to conference with students who are behind. Again, ask or require them to get extra help.

DAY 14:

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Collect and record the final drafts. Save the in depth grading for later. All you are doing at this point is recording a few daily points for actually doing the work.

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If you have students who are behind, you can allow them to work on their papers while the students who are finished do something as a reward.

 

 

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This site last updated 14 November 2007.

External links last verified 2 September 2007.

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