Students will investigate how sentence variety improves writing in this unit. At the end of this lesson, students are going to: 
- realize that language's cadence and flow improve clarity.
- investigate and utilize the quality of sentence fluency by changing the length of sentences and how they can start.
- acknowledge that sentence variety consists of distinct variations in sentence length and structure, easily recognizable relationships between sentences, and the absence of issues like choppiness, sentence length repetition, and sentence beginnings. 
- examine the variety of sentences in an original piece of writing by using a checklist. 
- show that you are proficient in the capitalization, punctuation, spelling, and grammar rules of standard English.

- How do linguistic conventions and grammar affect written and spoken communication? 
- What is the objective? 
- Why do authors write? 
- What makes writing clear and effective? 
- Who is the target audience? 
- What will appeal to the audience the most?

- Sentence Fluency: The rhythm and flow of the language, the sound of word patterns, and how the writing plays to the ear, not just to the eye. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader’s progress. Sentences vary in length and style, and are so well crafted that the reader moves through the piece with ease. 
- Sentence Patterns: The arrangement of independent and dependent clauses into known sentence constructions—such as simple, compound, complex, or compound-complex. 
- Sentence Variety: Using a variety of sentence patterns to create a desired effect. 
- Style: The distinctive quality of speech or writing created by the selection and arrangement of words and figures of speech.

- chart paper/chalkboard/whiteboard/overhead projector
- Jane Yolen. (1987). Owl Moon. Philomel.
- Helen Keller Biography writing piece (LW-6-1-1_Helen Keller), one copy per student
- Spiced Up Sentences handout (LW-6-1-1_Spiced Up Sentences), one copy per student
- Sentence Variety Checklist (LW-6-1-1_Sentence Variety Checklist), half sheet per student
- Sentence Variety Analysis worksheet (LW-6-1-1_Sentence Variety Analysis), one copy per student

- Focus on developing a thorough understanding of sentence variety and how it can improve the rhythm and flow of language throughout the lesson. As students work with their partners to revise the Helen Keller writing piece, watch how they reconstruct sentences and eliminate issues like choppiness, repetitive sentence length, and repetitive sentence beginnings. Keep track of the students who seem to be struggling with this assignment and offer guided help when necessary. Conversely, make sure to identify the students who understand how to use variety in their sentences. - To improve their skill at producing varied sentences, these students can help other students and will eventually receive the extension assignment.
- Student participation in whole-group discussions can also indicate their level of comprehension or any issues that need to be addressed. You can now reroute or reteach the lesson to students who may need more opportunities for learning. As an informal assessment, go over the students' brief paragraphs and their self-evaluation checklists regarding sentence variety.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students develop an awareness of sentence variety and use what they've learned to improve a single piece of writing. 
H: To demonstrate sentence fluency, use a mentor text. After you model a well-written paragraph, ask students to evaluate and discuss a piece of writing that lacks sentence variety and is boring and worn out. 
E: Assign students to work in pairs to revise the Helen Keller writing assignment, reassembling sentences to add more variety. Students present their recently edited writings to the class, giving everyone the chance to ask questions and offer suggestions for new ways to add variety to their sentences. Everyone can reconsider and talk about any unclear changes. 
R: As students compose a solo writing piece, revisit the trait of sentence variety and let them select the topic they want to write about. 
E: Students can express their opinions in group discussions and individual assessments, and the teacher can determine whether or not the students have an understanding of the trait of sentence variety. Students can also access higher-level thinking abilities using depth and complexity through the extension exercise. 
T: To make sure they grasp sentence variety and can articulate their own ideas, students have the chance to work in groups, individually, and in discussions with the class. 
O: This lesson's learning exercises facilitate large-group discussions, pair research, and individual application of the sentence variety trait. 

Focus Question: How does employing a variety of sentences in your work enhance its quality?

Language Skills Mini-Lesson

Read Jane Yolen's Owl Moon out loud.

Spend ten minutes using Owl Moon to demonstrate proper usage of a few confused words before moving on to the lesson's main topic. "Let's take a quick look at a few instances in this tale where the commonly mispronounced words "to" and "too" are used correctly before continuing." To help students understand which forms you are referring to, spell these examples correctly and write them on the board.

“As I read from Owl Moon, pay attention to these three examples of these words. Number to three and write how each usage is spelled on a scrap of paper."

"The child remembers, "Then we came to a clearing in the dark woods," in the second part of the story." Take a moment to let the students write. "'The moon was shining brightly above us. It appeared to fit perfectly over the clearing's center...." Hold on. "After flipping through a few pages, she says, 'I nearly grinned as well as removed my mitten and scarf from my mouth.'"

Ask students to discuss their answers with a companion. (1. to; 2. to; 3. too) "What distinguishes these two terms from one another?" Help students understand that the word "to" is a particle that frequently forms the infinitive of a verb, such as "to fit," and a preposition that frequently starts a prepositional phrase, such as "to a clearing." Note: "To" is also an anaphor, but since neither of the examples uses it in this sense, we won't try to discuss it here.

Help students understand that the adverb "too" denotes "also/in addition," as in "I almost smiled, too," or "in excess." (For instance, "Too many choices.")

There is another word, spelled differently, that has a similar sound to "to" and "too." On your paper, write the spelling correctly and utilize it in a sentence. Distribute to your partner. (two); for example, "Outside, there are two flags."

Write the three forms on the board and label them to wrap up this mini-lesson. (two: noun [number]; too: adverb; to: preposition)

Part 1

To demonstrate sentence variety, this lesson uses Owl Moon (or any other text of your choice).

Fill up a chart with the following attributes, leaving space at the top for a title and labels on either side. (You will have students complete these later in the lesson.) With your students, go over the following terms: declarative, imperative, interrogative, exclamatory, simple sentences, compound or complex sentences, and so on.

Sentence flow varies; there are long, flowing (compound/complex) sentences and short, jagged (simple) sentences that alternate with each other.

The beginnings of sentences vary.

There is variation in sentence types and endings. (.!?)

I'm able to "feel" the sentences' various rhythms.

 
There are either too many long (compound/complex) sentences or too many short (simple) sentences in a row; the majority of sentences have the same length.

There is a common opening to several sentences.

Every sentence has the same punctuation at the end.

I am unable to "feel" the sentences' different rhythms.


Go back and read the story again to identify specific passages that serve as excellent examples of sentence variety. Read these locations aloud to your students again, and use the connections with the traits on the chart's left side to demonstrate your way of thinking.

"I want you to consider the traits on the chart paper as I read aloud a brief biography of Helen Keller." Give students a read-aloud of the strong and weak attributes.

After distributing the text to the students, read aloud the Helen Keller biography (LW-6-1-1_Helen Keller). "Ensure you highlight instances that demonstrate these qualities as you go along, keeping in mind these characteristics."

After you've finished reading, have a group discussion about the traits that are listed on the chart paper and where they occur in the biography. If necessary, let the students read the biography again. The absence of a variety of sentence structures in the written piece should be evident to students.

"It is evident that the majority of sentences have a consistent beginning, middle, and end and are frequently the same length. The composition sounds monotonous and worn out because of all these qualities, which cause every sentence to "feel" the same. Consequently, there is a lack of sentence variety in this piece of writing."

Currently, write "Sentence Variety" at the top of the chart paper, on the board, or above. Then, mark the left and right sides with a plus and a minus, respectively.

"Our goal is to produce writing that is enjoyable to read and listen to by incorporating sentence variety into our writing pieces."

Distribute the Spiced Up Sentences worksheet (LW-6-1-1_Spiced Up Sentences). Analyze each of the handout's examples, providing clarification on any unclear terms. As a group, go over the various ways that students can construct sentences to add variation to their writing by projecting this worksheet onto the overhead. Instruct students on how to modify a sentence by writing it on the board and demonstrating how to change its construction (simple, compound, or complex), end, or type (.?!). Ask students to suggest other methods of "spicing it up." You can also write a series of short, related sentences for students to combine or a long sentence that would benefit from being divided into two or more sentences. You can complete this exercise alone or with a small group of people.

Part 2

Allocate partners. "You will edit the writing assignment on Helen Keller using the sentence variety worksheet (LW-6-1-1_Spiced Up Sentences). Your task is to make this piece of writing more diverse in its use of sentences. Together, let's go over the first few sentences. Recall that not every sentence in the work will require editing."

Examine the biography's opening paragraph with your class and suggest any changes that could be made to increase sentence variety. Assist students in identifying the sentences that require revision. As you write those sentences on the board, ask students to suggest modifications. Inquire as to whether there is a better way to modify a given sentence or if there are multiple options. Give students a wide range of options to help them understand that there are usually multiple correct answers and that making numerous revisions can increase the variety of sentences.

After that, let the students finish the biography with a partner. Remind students that they are not required to edit every sentence in their written assignment.

Students should write their revisions on an overhead transparency or another shareable format after they have drafted them.

Select a few students to present their modifications to the class after they have finished this task. When students share, ask them to defend their modifications by citing the strong sentence variety characteristics from this lesson's first section. Gather the remaining papers to ensure comprehension.

Part 3

Ask students to locate and examine a paragraph in a story they have read, focusing on the author's use of varied sentence structures. Give students who struggle with decision-making some targeted options. Assign students the task of completing the Sentence Variety Analysis graphic organizer (LW-6-1-1_Sentence Variety Analysis). Students should present their findings to a partner in pairs. To assess the progress of the students, gather the graphic organizers.

Assign the autonomous assignment of incorporating sentence diversity into the students' own written work. Allow students to go back and edit their writing to add more variety to their sentences if they have access to something they have already written. Students can use this as a great opportunity to watch and evaluate how they are developing as writers. If you don't already have any of their written works, move on to the next exercise.

"Consider a topic that you are very knowledgeable about. On this topic, write two or three paragraphs that are illustrative or informative. After you've finished writing, use the chart's features to make your revisions more varied in the use of sentences."

After completing their assignments, students should edit each other's sentences and paragraphs. As they finish their assessments, give the students the Sentence Variety Checklist (LW-6-1-1_Sentence Variety Checklist). After making these changes, assign students to revise their drafts and add them to their writing portfolios.

Extension:

Readers of poetry can get insight into how sentence variety establishes a rhythm and flow of language, which is helpful for students who may need more practice grasping or applying this trait in their writing. The poetry collection Joyful Noise: Poems for Two Voices by Paul Fleischman is a fantastic resource. The poems in this book were intended to be read aloud by two readers simultaneously, with one taking the left column and the other the right. 

Reading the poems top to bottom enables the two sections to blend together into a melodic duet. Lines are read simultaneously by both readers when they are at the same horizontal level. Make sure to clarify that writing poetry differs from writing narrative or informational pieces because it follows looser usage and grammar guidelines. Stress that while this poem is a good example of "feeling" the rhythms, it should not be used as a model for proper grammar or usage.