from wonder - madison county school district...simple subjects are just the “who” or “what,”...

MENTOR SENTENCESfrom

WONDER

mini-unit for

GRADES 4-6

jivey 2

Table of ContentsIntroduction p. 3-5

Homework p. 6

Pages 1-60 of Wonder p. 7-13(compound sentences, identifying subject & predicate)

Pages 61-126 of Wonder p. 14-19(relative pronouns)

Pages 127-204 of Wonder p. 20-25(complex sentences)

Pages 205-258 of Wonder p. 26-32(figurative language)

Pages 259-end of Wonder p. 33-38(vivid verbs)

Mentor sentences are well-written sentences that show off author’s craft from books we are reading in the classroom. They are chosen based on style, language, organization, and conventions.

Mentor sentences are a wonderful way to show students how writing should look, as opposed to some programs that fill a sentence with mistakes for the students to find. The idea behind mentor sentences is that students will notice all the good things about a sentence and use those techniques in their own writing. It is also a great way to present grammar in a spiral method.

Not at all! This unit presents the way I use them in my room. I adapted ideas from an awesome author, former teacher, writing guru named Jeff Anderson. If you are interested, you can check out his books for more information and more ways to incorporate these sentences into your own room!

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http://www.writeguy.net/books-dvd/

There are so many other things to do with mentor sentences. This unit simply scratches the surface, but it’s an easy way for you to incorporate them!

It is important to note that you should not be using these sentences in isolation from the book. In other words, the book the sentence comes from should be a part of your reading lessons for that week as well. This helps them become familiar with the author and the context of the sentence.

On the next page, I have included a page I also use some weeks as their homework. I don’t have them do it every week, but it’s good practice and reinforcement of Monday’s and Tuesday’s work.

In the lessons that follow, I have given possible answers for the sentences I provided. The asterisk* found in the Monday notice is the focus (why I chose the sentence to align with the CCSS), and the quiz for Friday focuses on that skill, and also spirals back to others. You’ll notice there are often similarities between the sentence of the week and the previous week’s.

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Monday: Copy this week’s mentor sentence neatly.

Circle the complete subjects. Underline the complete predicates.

simple subjects: ___________________________ simple predicates: ___________________________

Tuesday:

Does this sentence contain…

prepositions? yes no _______________________________________________________

adjectives? yes no _______________________________________________________

adverbs? yes no _______________________________________________________

contractions? yes no _______________________________________________________

pronouns? yes no _______________________________________________________

Wednesday:

What type of sentence is this?

declarative interrogative imperative exclamatory

How do you know? ___________________________________________________________________

simple compound complex

How do you know? ___________________________________________________________________

Thursday:

Do any words contain a…

suffix? yes no _______________________________________________________

prefix? yes no _______________________________________________________

Are any words homonyms? yes no _____________________________________________________

Name: _________________________________ Date: ____________Grammar Homework

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It

was a

purp

le n

ight,

and w

e w

ere

dri

vin

g o

n

a h

ighw

ay f

ull

of

cars

.

~W

onder

(p. 10

)

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It was a purple night, and we were driving on a highway full of cars. ~Wonder (p. 10)






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Monday – possibilities of things to notice*compound sentencecomma separates two independent clausesdescriptive (visualization)past tensepronounscompound word – highway

Tuesday – label the sentenceIt, we – pronounswas – linking verba – articlepurple, full – adjectivesnight, highway, cars – nounsand – conjunctionwere – helping verbdriving – verbon, of – prepositions

Wednesday – possibility of revised sentence

It was a dark, purple night, and my family and I were driving on a busy highway full of cars.(added adjectives and changed pronoun)

Thursday – possibility of imitation sentence

It was a yellow morning, and we were riding in a school bus full of children.

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Sim

ple

Sub

jects

and P

redic

ate

ssimple subjects and predicates

Simple subjects are JUST the “who” or “what,” and simple predicates are JUST the verbs (linking, helping, and action) that the subject is doing. Adjectives, adverbs, prepositions, articles, and possessives are NOT part of simple subjects or predicates. In this activity, the subjects and predicates are already separated. Cut out the activity and glue it into your notebook, cutting across so there are four long flaps. Label all of the parts of speech. Then, find the SIMPLE subjects and predicates and write them under the flaps.

None of themlooked over at

me or Mom.

My eyeswere covered

by my bangs.

The other kidshad started out

the door.

My mouthdoesn’t go up

at the corners.

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simple subjects and predicates answer key

None of themlooked over at

me or Mom.

My eyeswere covered

by my bangs.

The other kidshad started out

the door.

My mouthdoesn’t go up

at the corners.

pronoun prep pronounverb prep prep

pronoun conj proper noun

poss pluralpronoun noun

helpingverb verb

poss pluralprep pronoun noun

pluralarticle adj noun

helpingverb verb prep

article noun

posspronoun noun

helpingverb adverb verb adverb

pluralprep article noun

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Name: _______________________________ Date: ____________

Invitation to Edit

it was a purple night, we were drive on a highway full of cars

1. Circle 4 mistakes in the sentence. Rewrite the sentence correctly:

___________________________________________________

___________________________________________________

In the following sentences, circle the simple subjects and underlinethe simple predicates.

2. I know that sounds kind of babyish of me, but I wasn’t feeling

very brave right then.

3. I was about to say something else, but then all of a sudden I

heard other voices outside the office: kid’s voices.

4. Via walked next to me like she usually does, and Mom and Dad

were behind us.

5. She ended by asking if anyone had any questions, and Julian

raised his hand.

6. Mom had packed me a cheese sandwich, graham crackers, and

a juice box, so I didn’t need to stand on line when my table was

called.

7. Most of the names weren’t actually summer names, but they

were names that had some kind of connection to summer.

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Name: _______________________________ Date: ____________

Invitation to Edit

it was a purple night, we were drive on a highway full of cars


It was a purple night, and we were driving on a highway full

of cars.

In the following sentences, circle the simple subjects and underlinethe simple predicates.

2. I know that sounds kind of babyish of me, but I wasn’t feeling

very brave right then.

3. I was about to say something else, but then all of a sudden I

heard other voices outside the office: kid’s voices.

4. Via walked next to me like she usually does, and Mom and Dad

were behind us.

5. She ended by asking if anyone had any questions, and Julian

raised his hand.

6. Mom had packed me a cheese sandwich, graham crackers, and

a juice box, so I didn’t need to stand on line when my table was

called.

7. Most of the names weren’t actually summer names, but they

were names that had some kind of connection to summer.

Answer Key

In t

he h

allw

ays, w

hic

h w

ere

alw

ays c

row

ded, m

y f

ace

would

alw

ays s

urp

rise s

om

e

unsusp

ecti

ng k

id w

ho m

ayb

e

hadn’t

heard

ab

out

me.

~W

onder

(p. 61)

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In the hallways, which were always crowded, my face would always surprise some unsuspecting kid who maybe hadn’t heard about me. ~Wonder (p. 61)

In the hallways, which were always crowded, my face would always surprise some unsuspecting kid who maybe hadn’t heard about me.~Wonder (p. 61)



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Monday – possibilities of things to notice*relative pronouns (which and who) make adjective clausescomplex sentenceprepositional phrasespast tensedescriptive – adjectives and adverbscontraction – hadn’t (had not)

Tuesday – label the sentenceIn, about – prepositionsthe – articlehallways, face, kid – nounswhich, who – relative pronounswere – linking verbalways, maybe – adverbcrowded, some, unsuspecting – adjectivesmy – possessive pronounwould – helping verbsurprise, heard – verbs hadn’t – contraction (had-helping verb, not-adverb)me – pronoun


In the school hallways, which were constantly crowded, my face would always surprise some unsuspecting kid who maybe hadn’t heard about me. (added adjective and changed adverb)


In my bedroom, which is always messy, I lost the new toy that my mom gave to me. jivey 16

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Rela

tive P

ronouns

Relative PronounsRelative pronouns relate, or connect, a phrase to a noun or pronoun and often describe the noun or pronoun in more detail. These phrases are sometimes called adjective phrases. Cut out the activity and glue it into your notebook, cutting across so there are three flaps. Under each flap, imitate the sentence using the same relative pronoun.

She kissed my eyes that came down too far.

I heard that Julian was going as JangoFett, which was a weird coincidence.

Grans was one of those grandmothers who do everything with their grandkids.

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Name: _______________________________ Date: ____________

Invitation to Edit

in the hallways, witch were always crowded, my face wood always surprise some unsuspecting kid who maybe hadn’t heard about me


___________________________________________________

___________________________________________________

___________________________________________________

Fill in the appropriate relative pronoun: that, which, or who.

2. I hung out with Jack in homeroom, English, history, computer,

music, and science, ___________ were all the classes we had

together.

3. This huge eighth grader ___________ was zooming down the

stairs two steps at a time accidentally bumped into us at the

bottom of the stairs and knocked me down.

3. They didn’t even make a face when Ms. Rubin told them to

come on my side, ___________ a lot of kids do when they think

I’m not looking.

4. A precept is a rule ___________ can motivate or guide you

when making decisions.

5. If he marries someone ___________ has the gene, their kids

will have the same odds as my kids.

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Name: _______________________________ Date: ____________

Invitation to Edit

in the hallways, witch were always crowded, my face wood always surprise some unsuspecting kid who maybe hadn’t heard about me


In the hallways, which were always crowded, my face would

always surprise some unsuspecting kid who maybe hadn’t

heard about me.

Fill in the appropriate relative pronoun: that, which, or who.

2. I hung out with Jack in homeroom, English, history, computer,

music, and science, which were all the classes we had together.

3. This huge eighth grader who was zooming down the stairs two

steps at a time accidentally bumped into us at the bottom of the

stairs and knocked me down.

3. They didn’t even make a face when Ms. Rubin told them to

come on my side, which a lot of kids do when they think I’m not

looking.

4. A precept is a rule that can motivate or guide you when

making decisions.

5. If he marries someone who has the gene, their kids will have

the same odds as my kids.

Answer Key

Som

eti

mes, fo

r dra

mati

c

eff

ect,

we w

ould

hold

the

flashlights

under

our

chin

s

while w

e w

ere

exp

lain

ing

som

eth

ing in d

eta

il.

~W

onder

(p. 13

2)

jivey 20

Sometimes, for dramatic effect, we would hold the flashlights under our chins while we were explaining something in detail. ~Wonder (p. 132)

Sometimes, for dramatic effect, we would hold the flashlights under our chins while we were explaining something in detail.~Wonder (p. 132)




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Monday – possibilities of things to notice*complex sentenceprepositional phrasespast tensecompound word – flashlightssentence starts with adverb and prepositional phrase

Tuesday – label the sentenceSometimes – adverbfor, under, in – prepositionsdramatic – adjectiveeffect, flashlights, chins, detail – nounswe, something – pronounswould, were – helping verbshold, explaining – verbsthe – articleour – possessive pronounswhile – subordinating conjunction


Sometimes, for dramatic effect, we would shine the flashlights under our chins while we were explaining something in great detail. (changed verb and added adjective)


Sometimes, for fun, we would wear aprons over our clothes while we were baking cakes in the kitchen.

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Com

ple

x S

ente

nces

complex sentencesA complex sentence has one main clause and one or more subordinate clauses. Often, these clauses can be “switched” and the sentence will still make sense. When the subordinate clause comes first, a comma separates the clauses. When the main clause comes first, no comma is needed to separate the clauses. Cut out the activity and glue it into your notebook, cutting across so there are four flaps. Under each flap, rewrite the sentence by switching the clauses.

He’s never been in a real school environment before because he was homeschooled.

Whenever I’ve seen him, I try to remember what Veronica said.

All your sentences would jumble up like a giant knot if you opened your mouth.

As soon as the bell rings, we go our separate ways.

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Name: _______________________________ Date: ____________

Invitation to Edit

sometimes, for dramatic effect we would hold the flashlights under our chins while we was explaining something in detail


___________________________________________________

___________________________________________________

___________________________________________________

Rewrite the complex sentences so that the clauses are switched.

2. While you’re at home, you take the time to think about what’s happened.

___________________________________________________

___________________________________________________

3. Before she went out, she looked left and right outside the door.

___________________________________________________

___________________________________________________

4. I thought maybe they were safe because they weren’t really considered

popular.

___________________________________________________

___________________________________________________

5. I started looking around at the stuff in his room while he turned on the

computer.

___________________________________________________

___________________________________________________

jivey 25

Name: _______________________________ Date: ____________

Invitation to Edit

sometimes, for dramatic effect we would hold the flashlights under our chins while we was explaining something in detail


Sometimes, for dramatic effect, we would hold the flashlights

under our chins while we were explaining something in detail.

Rewrite the complex sentences so that the clauses are switched.

2. While you’re at home, you take the time to think about what’s happened.

You take the time to think about what’s happened while

you’re at home.

3. Before she went out, she looked left and right outside the door.

She looked left and right outside the door before she went

out.

4. I thought maybe they were safe because they weren’t really considered

popular.

Because they weren’t really considered popular, I thought

maybe they were safe.

5. I started looking around at the stuff in his room while he turned on the

computer.

While he turned on the computer, I started looking around at

the stuff in his room.

Answer Key

They’r

e lik

e t

iny

clo

sed f

ists

on t

he

sid

es o

f m

y f

ace.

~W

onder

(p. 211

)

jivey 26

They’re like tiny closed fists on the sides of my face. ~Wonder (p. 211)






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Monday – possibilities of things to notice*simileprepositional phrasesdescriptive – visualizationcontraction – they’replurals – fists, sidespresent tensesimple sentence

Tuesday – label the sentenceThey’re – contraction (They – pronoun, are – linking verb)like, on, of – prepositionstiny, closed – adjectivesfists, sides, face – nounsthe – articlemy – possessive pronoun


They’re like tiny balled-up fists on each side of my face.(changed adjectives)


The babies were like wailing ambulance sirens in the hospital nursery.

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Figurative Language

figurative languageFigurative language helps the reader create a picture in their mind. Similes compare two things using the words “like” or “as.” Metaphors also compare two things, but without the words “like” or “as.” Personification gives human qualities to something nonhuman. Cut out the activity and glue it into your notebook, cutting up so there are three flaps. Under each flap, glue the matching sentence with figurative language.

The ocean just wasn’t living

inside my head anymore.

I could hear sounds like shiny

lights in my brain.

All those eyes are compasses.

Everyone’s eyes hit you like a wall

of water.

I wanted her to find me inside my cave of stuffed

animals.

It filled me up with nice feelings

inside.

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Figurative Language

figurative language answer keyFigurative language helps the reader create a picture in their mind. Similes compare two things using the words “like” or “as.” Metaphors also compare two things, but without the words “like” or “as.” Personification gives human qualities to something nonhuman. Cut out the activity and glue it into your notebook, cutting up so there are three flaps. Under each flap, glue the matching sentence with figurative language.

The ocean just wasn’t living

inside my head anymore.

I could hear sounds like shiny

lights in my brain.

All those eyes are compasses.

Everyone’s eyes hit you like a wall

of water.

I wanted her to find me inside my cave of stuffed

animals.

It filled me up with nice feelings

inside.

P

P

S

S

M

M

jivey 31

Name: _______________________________ Date: ____________

Invitation to Edit

there like tiny closed fists on the sides of my face


___________________________________________________

___________________________________________________

Classify each sentence.

simile metaphor personification

2. Their eyes and whispers keptbouncing over to me.

3. Me and Mom and Dad are planets orbiting the Sun.

4. They look like squashed pieces of pizza dough sticking out of the top of my neck.

5. These were the girls at the top of the food chain.

6. There was a slight fog, too, like a pale blue smoke all around us.

7. The sky was like someone sprinkled salt on a shiny black table.

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Name: _______________________________ Date: ____________

Invitation to Edit

there like tiny closed fists on the sides of my face


They’re like tiny closed fists on the sides of my face.

Classify each sentence.

simile metaphor personification

2. Their eyes and whispers keptbouncing over to me. X

3. Me and Mom and Dad are planets orbiting the Sun. X

4. They look like squashed pieces of pizza dough sticking out of the top of my neck.

X

5. These were the girls at the top of the food chain. X

6. There was a slight fog, too, like a pale blue smoke all around us.

X

7. The sky was like someone sprinkled salt on a shiny black table.

X

Answer Key

As t

he s

un s

ank low

er

in

the s

ky, th

e t

all

trees a

t

the e

ntr

ance t

o t

he w

oods

looked d

ark

blu

e.

~W

onder

(p. 260

)

jivey 33

As the sun sank lower in the sky, the tall trees at the entrance to the woods looked dark blue. ~Wonder (p. 260)

As the sun sank lower in the sky, the tall trees at the entrance to the woods looked dark blue.~Wonder (p. 260)




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Monday – possibilities of things to notice*vivid verb - sankprepositional phrasesdescriptive – visualizationpast tensecomplex sentenceplural nouns – trees, woods

Tuesday – label the sentenceAs – subordinating conjunctionthe – articlesun, sky, trees, entrance, woods – nounssank – verblower – adverbin, at, to – prepositionstall, dark, blue – adjectiveslooked – linking verb


As the setting sun sank lower in the sky, the giant trees at the entrance to the woods looked dark blue.(added and changed adjectives)


As the waves crashed on the shore, the fish in the shallowest part of the water swam vigorously.

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vivid verbsVivid verbs are descriptive verbs that often demonstrate shades of meaning. Instead of walk, someone could stroll, saunter, or even wander. Cut out the activity and glue it into your notebook, cutting across so there are five flaps. Circle the vivid verbs in the sentences. Under each flap, revise the sentence with a new vivid verb.

Viv

id V

erb

s

I couldn’t really see what happened afterward, except that Amos rammed into Eddie like a monster truck.

Henry shouted really loudly, but we all shushed him.

We backtracked through the grass for a good ten minutes to see if we could find my hearing aids.

There were lots of kids milling around in this area, so I pulled what was left of my hoodie over my head and kept my face down.

I finished my sandwich in two more bites and gulped down the chocolate milk.

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Name: _______________________________ Date: ____________

Invitation to Edit

as the sun sank lower in the sky the tall trees at the entrance to the woods looks dark blue


___________________________________________________

___________________________________________________

Underline the vivid verbs in the following sentences.

2. We both started bobbing our heads to the music.

3. My mom said she dozed off when he spoke last year.

4. When you reflect on this past year, I want you all to look at

where you are now and where you’ve been.

5. It glimmered in their kindness to him.

6. Mr. Tushman’s voice cracked a bit, like he got all choked up.

7. Choose one of the vivid verbs from above and write your own sentence with it:

___________________________________________________

___________________________________________________

jivey 38

Name: _______________________________ Date: ____________

Invitation to Edit

as the sun sank lower in the sky the tall trees at the entrance to the woods looks dark blue


As the sun sank lower in the sky, the tall trees at the

entrance to the woods looked dark blue.

Underline the vivid verbs in the following sentences.

2. We both started bobbing our heads to the music.

3. My mom said she dozed off when he spoke last year.

4. When you reflect on this past year, I want you all to look at

where you are now and where you’ve been.

5. It glimmered in their kindness to him.

6. Mr. Tushman’s voice cracked a bit, like he got all choked up.

7. Choose one of the vivid verbs from above and write your own sentence with it:

___________________________________________________

___________________________________________________

Answer Key

answers will vary

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THANK YOU!

Thank you so much for your purchase! If you find any errors, please email me at [email protected] and I will be

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from wonder - madison county school district...simple subjects are just the “who” or “what,”...

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