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Adding Details - Writing Lesson Plan Sara Eubank
Adding Details - Writing Lesson Plan Sara Eubank
Sara Eubank
Lesson Rationale
Kindergarten students are just learning to write and need to learn foundational writing skills. They need to learn about how to add
details before they can begin writing short stories, and they need to understand why adding details is important.
Readiness
I. Goals/Objectives/Standards
a. Goal(s): Students will add more details to a sentence.
b. Objective(s): Using the Stretch My Sentence worksheet, students will add details to a sentence to give it more
meaning, so the reader can better understand.
Lesson Presentation
o “First, we need to talk about what makes a sentence a sentence. Can anyone tell me what we need to make a
sentence a sentence?” I will call on a couple of students to answer the question. “Yes, we need both a noun
and a verb. A noun is a person, place, or thing, and a verb is an action. We use sentences to make a story.”
o “Now, a lot of times when we are telling a story we include a lot more details than if we write the story. So,
remember I told you we would be using a tool called sentence stretching, which will help us add details and
descriptors to make our sentences better.” I will display the sentence stretcher organizer on the small
whiteboard that is in front of the carpet. “I am going to show you how to do this on the board! The first
sentence we are going to add more details to is The Baby Cried. I will write the baby in the who section, and
then, I will add cried into the doing what section. ” I will model to the students how I can add more details by
adding details into the sections when, where, and why. “We are missing details in the sentence so we don’t
know when, where, or why the baby cried. We could say it was in the afternoon, the baby was in the crib, and
the baby was hungry. Then, instead of our sentence just being The baby cried, it is now The baby cried in the
afternoon in his crib because he was hungry. The second sentence gives us a lot more details and allows us to
better understand the story.”
o Then, I will allow students help me come up with simple sentences and help me add the details. “Now, we
are going to work together to add details to a sentence. Who could tell me a noun that we could use for this
sentence?” I will call on a student and get a noun from them. Then, I will call on a student for a verb.
Following, I will present the constructed sentence to the students and ask if there are very many details.
Together, they will help me add the details of when, where, and why. I will do two to three examples of this
as students grasp onto the sentence stretching concept.
o Then, I will explain the independent activity. “Alright, now you are going to have the chance to do this on
your own. The first two have a subject and a verb already written in for you, and you will be adding details to
the sentence like we just did together on the board. The last one, you get to choose the subject and verb, and
then you will add details to the sentence. There will be 15 minutes to work on this activity, and then we will
share some of our sentences.” Then students will be sent back to their seats to complete the independent
activity. As they are working, I will walk around to each table group to check in and assist them.
VI. Review Learning Outcomes/Closure – “Alright, who would like to share one of their sentences?” I will call on
three students to share their detailed sentences with the class. I will be sure to call on students who have not been
called on previously in this lesson.