Teaching Sentence Structure through Mentor Sentences ...
Transcript of Teaching Sentence Structure through Mentor Sentences ...
Teaching Sentence Structure
through Mentor Sentences
Shannon Beck
✗ Annotating & labeling “parts of language” eg. noun/verb/adjective/conjunction, is only part of the picture.
✗ Look at the purpose or effect of the parts of a strong sentence.
✗ Pull apart the structure to see how the parts are working.
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Scaffolding LiteracyWith thanks to Misty Adoniou
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Text Orientation
➢ Teacher verbally tells the story of the text.
➢ Struggling readers understand the plot/content before attempting to read the text.
➢ They can analyse the language without worrying about understanding the content.
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Dear brothers and sisters, do remember one thing. Malala day is not my day. Today is the day of every woman, every boy
and every girl who have raised their voice for their rights. There are hundreds of Human rights activists and social workers
who are not only speaking for human rights, but who are struggling to achieve their goals of education, peace and equality.
Thousands of people have been killed by the terrorists and millions have been injured. I am just one of them.
So here I stand.... one girl among many. I speak – not for myself, but for all girls and boys. I raise up my voice – not so that I
can shout, but so that those without a voice can be heard.
Those who have fought for their rights:
Their right to live in peace.
Their right to be treated with dignity.
Their right to equality of opportunity.
Their right to be educated.
So here I stand.... one girl
among many.
I speak – not for myself,
but for all girls and boys.
Language Orientation
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➢ Cut up excerpt➢ Remove phrases/words & re-
read➢ Discuss how the effect
changes when certain words are removed
➢ Discuss what that word is actually doing
I raise up my voice – not so
that I can shout, but so that
those without a voice can be
heard.
Students identified:➢ “Up” seems more
hopeful than just “I raise”
➢ “Shout” seems rude/obnoxious
➢ “Without a voice” is a metaphor
I highlighted:➢ “Not …. But …” pattern➢ Repetition as persuasive
technique
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I raise up my voice - not so that I can
shout,
but so that
those
without a voice
can be heard.
What is the language doing?
Metaphor of
rising -
hopeful,
positive
individual “Not so” Contrasts
her action as an
individual with the
group she
represents
Contrast -
highlights
next phrase
Directs
attention
Metaphor for
opportunity, freedom,
autonomy
Student’s turn
I call upon our
government
not to cage and
condemn the
world’s most
vulnerable people,
but to give
them
access
to the dream we all
share.
Language Transformation
Teacher verbally tells the story of the text
Read the text together
Discuss the structural features by annotating the text in pairs
Text Orientation: Rosie Batty
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Learning Intention: to understand the function of the parts of the sentence.
Language Orientation
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Language Transformation
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Text What it’s doing Your version
Visibly grief-stricken,
Rosie
nonetheless
showed admirable
compassion for Anderson,
saying, “Nobody loved Luke
more than Greg.”
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