Summer Wineteer

Grammar
Grade: 4th and 5th
Duration: 30 minutes (12:00-12:30)
3/23/17

Mentor Sentences
1. STANDARDS:
CCSS.ELA-LITERACY.L.4.1.E Form and use prepositional phrases.
CCSS.ELA-LITERACY.L.4.1.DOrder adjectives within sentences according to
conventional patterns
CCSS.ELA-LITERACY.L.4.3.AChoose words and phrases to convey ideas precisely.

2. OBJECTIVES
Students will understand how to form imitation sentences by using the same parts of
speech as the mentor sentence example. They will write a creative sentence that follows
the guidelines of a well-structured sentence, and create a picture using their Pixie app on
their iPads.
Language/ Key Vocabulary: proper noun, verb, infinitive, adjective, prepositional phrase,
homograph, homophone, plural noun, past tense, declarative.

Materials:
Writing notebooks
Pencils
iPads
Mentor Sentence poster
Promethean Smart Board

3. ASSESSMENT
Informal or Formative Use of proximity and checking for understanding using silent
thumbs as a poll.
Formal/ SummativeStudents will turn in their final creations to the teacher for grading.
They will be graded on their ability to make a sentence that consists of all of the parts of
speech needed, and their ability to show their sentence in picture form.
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
 I. Anticipatory Set:
Focus/ Motivation I will ask students to name the parts of speech in the mentor
sentence that we have gone over this week:
Weaver began to wind silk thread around some branches.
Activate Prior Knowledge I will remind the students that last week, we practiced
writing imitation sentences that consisted of the same/ similar parts of speech using last
weeks mentor sentence.
II. Instruction:
1. Review vocabulary from our original mentor sentence: Weaver began
to wind silk thread around some branches.
a. Weaver is a proper noun
b. began is a verb
c. to wind is infinitive
d. silk is an adjective that describes the noun thread
e. around some branches is a prepositional phrase
f. some is an adjective that describes the noun branches
2. Show the students how I transformed the mentor sentence into a
different imitation sentence, using the same parts of speech: Allie
wanted to send a large box of chocolate to three friends.
3. Label my sentence on the smart board, so that students can see that I
used the same parts of speech as the mentor sentence.
4. Introduce students to lists of prepositions for their own reference.
III. Guided Practice:
1. Reflect my iPad on the board to show students my creation on the
application Pixie that correlates with my imitation sentence.
2. Students should create an original sentence that keeps the style and
structure the same, but uses any words they would like.
3. Let students know that we will be working with a partner to create a
picture on Pixie that goes along with their sentence.
 4. Students will first draft their sentence in their writing notebook, and label
the parts of speech. They need to have their sentence checked by the
teacher before they can begin their work on Pixie.
5. Students will also work together with their partner to illustrate the
sentence they created together on Pixie.
IV. Closure:
If time allows, students will have a gallery walk to look at each others Pixie
creations and sentences.

V. Independent Practice:
Students will take home their writing notebooks and write 3
additional sentences that follow the same rules. The sentences should
have a pronoun, verb, infinitive, an adjective that describes a noun,
preposition, and another adjective that describes a noun. They will
need to label their sentences.

6. DIFFERENTIATION STRATEGIES
Technology, examples, visuals, pair share/ partner work, academic vocabulary
spoken and displayed during lesson.
English Language LearnersConnecting sentences to visual depictions will help
ELL students make meaning of their words. Using descriptive language in their
sentences will help to form a more detailed picture. There are 5 language learners
in the classroom, so having them connect sentences to pictures using in-depth
language will give them deeper understanding.
IEP My sentence will serve as an example for students with learning disabilities
so that they have a scaffold to assist them with their own sentence making and
labeling. Students with IEPs in my class get dstracted easily and need to be
refocused. My hope is that students will be engaged in making a picture that goes
along with their sentence.