Anna Fenton

Writing Mini Lesson #2 (Set #2)

Varying Sentence Types

Grade: 4

Time: 10 minutes

New Jersey Student Learning Standards:

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

Objective:
Students will demonstrate their understanding of sentence variation by making corrections and
inserting various types of sentences appropriately in their writing.

Materials:
● White Board and Marker
● Anchor chart with examples of types of sentences.

Lesson Sequence:

1. Lesson Introduction (Connection)

a. Hello writers! As you know, we have been working on varying our sentences in
our writing. We have talked about beginning our sentences differently and using
different length sentences. Making every sentence different keeps the audience
interested and makes our writing more advanced. We are going to continue to
work on this.

2. Teaching Point (Connection)

a. With our writing today, we are going to look at ways to vary the types of
sentences we can use. In addition to statements, writers can also use
exclamations, commands and questions to use different tones in their stories.
Today I am going to show you how writers can improve their sentence fluency by
using all four sentence types in their writing.

3. Teach and Model

a. Let’s look at this paragraph I have written on the board. Remember this
paragraph? We have been using it to work on our sentence structure. With all our
new corrections, let’s take a look at what we have created.
i. I have a brother named David. He is 12 years old. His favorite games are
Pictionary and Freeze tag. This boy has a dog and 4 fish. Boy, he is really
 smart. School is his favorite place to go. Math is a subject he really likes.
David is one of the funniest boys I know.
b. We already fixed this passage so that every sentence starts a different way. But
the bad news is, every sentence is a statement. Really great writers always try to
include different types of sentences to make their stories stand out. I am going to
read this again and see if there is any place where I can change the statement to
an exclamation, command, or question. First, I am going to change the statement
about how he is really smart to an exclamation because I feel that shows strong
emotion. “Boy, he is really smart!” I also want to include a question, so I am going
to change the part about his pets. “Can you believe this boy has a dog and 4
fish?”
c. “Do you all see how changing these sentences makes the paragraph more
exciting to read? Every paragraph does not have to have all types of sentences,
but it is a nice change to see them throughout a story. “

4. Guided Practice
a. “I want you all to try, turn and talk to your partner and find another sentence in
our passage that can be changed. Discuss and agree upon a correction to make
and be ready to share.”
b. *Reconvene and take suggestions from 3-4 pairs*

5. Independent Practice/Assessment
a. “Today when you return to your writing, before you continue, read it over and see
if there are any changes you can make to the types of sentences you use. If you
think you used enough variety or you do not think that would work well with your
story, leave it alone! Make corrections based on what you feel is best for your
story. Today and everyday as you write, I want you all to think about how you can
vary your sentences to engage your audience.”
b. “Stay on the carpet with me if you are not confident in how to use different types
of sentences in your writing. We will do more practice together. Everyone else
can begin writing and correcting.”
c. Check in with students during writing conferencing. Products and stories will
display students' knowledge of using various types of sentences in writing.

Differentiation:
● Anchor chart will remain displayed for students to reference throughout the week.
● I will prepare a handout for students who remain on the carpet with more sentence
practice and examples.