Sentence carousel

Adjectives, adverbs, and precise language help construct descriptive sentences. In this lesson, students will learn to construct more elaborate sentences that will enliven their writing

A lesson plan for grades 3–4 English Language Arts

By DPI Writing Strategies

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Related topics

• Learn more about elaboration, language arts, parts of speech, sentences, style, and writing.

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Learning outcomes

Students will:

• learn to construct more elaborate sentences by adding adjectives, adverbs, descriptive phrases, and more precise nouns and verbs.
• collaboratively add to class sentences.

Teacher planning

Time required for lesson

1 hour

Materials/resources

• Sentence Carousel transparency: pdf | rtf
• Vis-à-Vis markers or magic markers
• 10 pieces of chart paper with the unelaborated sentences written at the top

Technology resources

Overhead projector or other projection device

Activities

Modeling/Mini-lesson

1. Place the Sentence Carousel transparency on the overhead with all but the first sentence covered with a sheet of paper. Tell students that you are going to show them how to take a plain sentence and turn it into an elaborate sentence by adding adjectives, adverbs, specific nouns and verbs, and “why” phrases. Tell students that you added an adjective to the sentence and show them the second sentence. Have them find the adjective. Ask them how the adjective makes the sentence better.
2. Repeat with the following sentences, highlighting the action word, “why” phrase, and more precise noun that were added to the sentence. For each addition, ask students how that added detail helps them get a better picture of what is happening in the sentence.

Guided Practice

1. Write each of the sentences below at the top of separate sheets of chart paper. Hang the sheets of chart paper on a wall or pass it from group to group (laminate if desired for future use).
2. Have students move from chart to chart adding or changing just one thing. (Use the directions below to instruct the students on what to change or add to the sentence.) Be sure to tell the students specifically what to change or add to the sentences. Write the new sentence on the chart using the markers. Share the sentences at the end of the period. Notice how much better the sentences sound as they grow into more elaborated sentences.

Sentences

• I found a box in my attic.
• Then we went home.
• I took a ride on a flying carpet.
• I did my homework.
• We went to the beach.
• My aunt gave me a doll.
• We ate in a restaurant.
• We went to the zoo.
• I saw a strange dog.
• A spaceship landed on the playground.

Directions

• Add an adjective.
• Add an action word.
• Add a “why” phrase.
• Put in a more specific noun or verb.
• You choose.

Independent Practice

Encourage students to revise for elaboration in their own writing.

Assessment

Can students:

• add different parts of speech to the sentences provided?
• explain why elaboration improves the original sentences?
• add adjectives, adverbs, and more precise nouns and verbs to their own writing?

Supplemental information

Comments

This lesson is a good follow-up to the “Plain Polly” lesson plan.