Super Sentence starts with a boring sentence like “The dog
ran.” Use it as an example to show how to create a Super Sentence
that tells how, where, when, and describes the subject. Have them
create their own boring sentence. Then they change it into a Super
Sentence. Then they illustrate it. See the example.
This lesson could be extended into creating a "Super Paragraph"
or limited to just adding one detail for writers that need a more
structured approach. Generally, this activity can be completed in
one session. Grades 1-3.
- Reverse the process and have them create a boring picture then
add the details. Then write the sentence to describe the "super
- Use the super sentence idea to enhance a paragraph, or selected
sentences within a story.
Model the process first. Create a "boring" sentence on
screen using the text tool. Then add to the sentence telling how,
where, when and descriptions of the subject. Add one thing at a
time using the Pointer tool to edit the text box.
Have the students create their own boring sentence and begin to
make it a super one.
Have them illustrate the sentence with the graphics tools showing
all the details.
Nothing special needed.
Students need to know how to create and edit a text box in a Canvastic
document. Students need to know how to use at least the Brush tool
for drawing their illustration.
Use your usual writing rubric for evaluating the super sentence.
Examples of super sentences can be found in most quality picture
books. Having a few examples ready can be of help.
ISTE NETS Technology Standards: Grades Pre-K-2 Performance indicator(s):
1. Use input devices (e.g., mouse, keyboard, remote control) and
output devices (e.g., monitor, printer) to successfully operate
computers, VCRs, audiotapes, and other technologies. (1)
8. Create developmentally appropriate multimedia products with
support from teachers, family members, or student partners.
ISTE NETS Technology Standards: Grades 3-5 Performance indicator(s):
1. Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively.
5. Use technology tools (e.g., multimedia authoring, presentation,
Web tools, digital cameras, scanners) for individual and collaborative
writing, communication, and publishing activities to create knowledge
products for audiences inside and outside the classroom.
NCTE Standards for the English Language Arts:
4. Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they
write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.