| Objectives | (1) define compound words; (2) break words into base words; (3) determine meaning. |
|---|---|
| Materials | Word puzzle pieces. |
| Key vocabulary | compound word, base word, combine |
| Engage (starter) | (10 min) Put "sun" and "flower" together. "A flower that looks like the sun!" |
| Develop (main) | (35 min) Explain that meaning comes from the two base words. Match puzzle pieces to create compound words. Worksheet: break words apart and define them. |
| Plenary (close) | (10 min) Share definitions. |
| Assessment | Accurate word breaking and defining. |
| Teacher notes | Builds vocabulary and decoding skills. |
| Objectives | (1) review conjunctions; (2) memorize FANBOYS; (3) form compound sentences. |
|---|---|
| Materials | FANBOYS poster, sentence strips. |
| Key vocabulary | coordinating conjunction, compound sentence, comma |
| Engage (starter) | (10 min) "I like dogs, BUT I don't like cats." How do we connect ideas? |
| Develop (main) | (35 min) Teach FANBOYS (For, And, Nor, But, Or, Yet, So). Combine independent clauses on the board. Emphasize comma placement. Worksheet. |
| Plenary (close) | (10 min) Whiteboard sentence combining. |
| Assessment | Correct comma placement and conjunction use. |
| Teacher notes | Prepares students for complex sentence structures. |
| Objectives | (1) define fable and folktale; (2) identify characteristics (animals, morals); (3) infer theme. |
|---|---|
| Materials | Classic fables (e.g., The Lion and the Mouse). |
| Key vocabulary | fable, folktale, moral, theme, personification |
| Engage (starter) | (10 min) "Can animals talk? In a fable they can!" |
| Develop (main) | (35 min) Discuss genre characteristics. Read a fable. Map the characters, problem, and solution. Infer the moral/theme of the story. |
| Plenary (close) | (10 min) Discuss the cultural importance of folktales. |
| Assessment | Accurate identification of the moral. |
| Teacher notes | Connects reading to cultural literacy. |
| Objectives | (1) use the outline; (2) write an introduction; (3) use linking words. |
|---|---|
| Materials | Drafting paper, linking word lists (because, therefore, also). |
| Key vocabulary | draft, linking word, introduction, body |
| Engage (starter) | (10 min) "Let's turn our plan into a powerful argument!" |
| Develop (main) | (35 min) Model writing the introduction stating the opinion. Provide linking words. Students draft the introduction and body paragraphs using their reasons. |
| Plenary (close) | (10 min) Partner read drafts. |
| Assessment | Draft follows outline and uses linking words. |
| Teacher notes | Focus on paragraph separation. |
| Objectives | (1) define compound words; (2) punctuate compound sentences; (3) identify morals. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) FANBOYS memory chant. |
| Develop (main) | (35 min) Independent review quiz. Early finishers read. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor compound sentence punctuation. |