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K–12 teaching and learning · from the UNC School of Education

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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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 Hours

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

Pre-activities

None.

Activities

Modeling/Minilesson:

  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.

Independent Practice

  1. Encourage students to revise for elaboration in their own writing.

Sentences

  1. I found a box in my attic.
  2. Then we went home.
  3. I took a ride on a flying carpet.
  4. I did my homework.
  5. We went to the beach.
  6. My aunt gave me a doll.
  7. We ate in a restaurant.
  8. We went to the zoo.
  9. I saw a strange dog.
  10. A spaceship landed on the playground.

Directions

  1. Add an adjective.
  2. Add an action word.
  3. Add a “why” phrase.
  4. Put in a more specific noun or verb.
  5. You choose.

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

Attachment:

Sentence Carousel Transparency: pdf | rtf

Related websites

N/A

Comments

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

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 3

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus reflection and revision (with assistance) on target elements by:
      • clarifying ideas.
      • adding descriptive words and phrases.
      • sequencing events and ideas.
      • combining short, related sentences.
      • strengthening word choice.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.03: Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.

Grade 4

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus revision on a specific element such as:
      • word choice.
      • sequence of events and ideas.
      • transitional words.
      • sentence patterns.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.03: Elaborate information and ideas in writing and speaking by using:
      • simple and compound sentences.
      • regular and irregular verbs.
      • adverbs.
      • prepositions.
      • coordinating conjunctions.