Title: Introduction to Sentence Fluency in Writing Description (1-2 sentences): In this lesson, students will start to learn a basic

understanding of what sentence fluency is (as identified by the 6 Traits of Writing). They will be able to clearly identify when a sentence is fluid, and when it is choppy and hard to read. Subject: Learning Transitions-SPED (writing) Instruction time: 60 min Students level by grade: 9th grade Standard(s) to be addressed:
Concept 5: Sentence Fluency
Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing. PO 2. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing. PO 3. Demonstrate a flow that is natural and powerful when read aloud.

Resources used in this lesson (use correct citation): Allard, Harry and James Marshall. Miss Nelson Is Missing. New York: Houghton Mifflin Co., 1977. ISBN 0-395-40146-1. Fluency Writing Frame-Teacher Generated Quick Write-Teacher Generated The Airplane-Fluency packet, rewritten to take out spelling mistakes by teacher. Learning Objectives that meet the standard(s) above (no more than three objective objectives): At the end of this lesson, students will be able to identify the six traits of fluid writing according to the Six Traits of Writing writing system with 85% accuracy. At the end of this lesson, when presented a passage students will be able to distinguish between choppy, non-fluid writing and legato, fluid writing, with 50% accuracy. Essential questions for this lesson: Why is it important that our reading audience stay engaged in our writing, what do we care if they actually read it? How do we like to read? What kind of fluency works best for us? What texts have we read that use good sentence fluency, bad? Motivational strategies that you will use: Praise Reward (free time at end) Excitement Common Sense Type of instructional method(s) used in this lesson: Quick Write

Classroom Chat Writing Frame Read Aloud Jigsaw

Lesson ProceduresList carefully and completely (What will the students do?): 1. Students will begin their quick write, which will be on the Elmo. Students will be given 8 minutes to complete this task. (10 min) 2. Students will share their quick write, with encouragement from the teacher as to how many sentences are written, and the general theme of the quickwrite. (5 Min) 3. Teacher will put the short essay The Airplane on the Board, and read it aloud. The students will have a classroom chat as to whether this is a good essay or not. Teacher and students will together create a list of why this essay is unsuccessful in keeping attention, as well as hard to read. (5 minutes) 4. Teacher will give out a writing frame to the students on the six traits of Sentence Fluency. (10 min) 5. Teacher will read the book Ms. Nelson is Missing aloud to the students. Teacher will read slowly, paying attention to how much the students like this book. (10 min) 6. Students will pick a partner and discuss the six elements of fluid writing as it concerns Miss Nelson is Missing, students will then pick one person in their group to go to the other group and discuss what they talked about. (Jigsaw) 7. Teacher will go through the book and model how to read for fluency. The teacher will show how Ms. Nelson is Missing is graceful and easy to read aloud, with student input. (5 min) Technology needed for this lesson to be successful: Computer Elmo Adaptations needed to meet student needs: As most reading levels are very low, material will be read aloud so students are not being assessed on their reading skills, but their comprehension skills. Rather than have students take notes, a writing frame will be provided to all students to facilitate understanding. The teacher will be walking around the classroom, helping with writing frame. Thinking strategies used in this lesson: Understanding-students will need to explain the concepts taught. Analyzing-Students will need to distinguish between good fluency and bad fluency, noting the differences. The student will be evaluating the bad writing sample, figuring out why it doesnt work. Assignment (what happens after the lesson; if no assignment, write none): None Assessment of objectives for today (how do you know what students learned?): Students will provide the teacher with an exit slip, analyzing Ms. Nelson is Missing, in two other ways according to the 6 characteristics of Six Traits of Writing.