| Objectives | Students will be able to: (1) differentiate between physical traits and personality traits; (2) identify character traits from text evidence; (3) describe a character. |
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| Materials | A character-driven story (e.g., Anancy), character outline graphic organizer. |
| Key vocabulary | character trait, physical, personality, evidence, prove |
| Engage (starter) | (10 min) Describe a student physically (tall, glasses). Then describe personality (kind, funny). Discuss the difference. |
| Develop (main) | (35 min) 1. Read the story. 2. Introduce the character outline: Outside (physical) vs Inside (personality). 3. Use text evidence: "How do we know Anancy is tricky? Because he tricked the tiger." 4. Students fill out the outline for the main character. |
| Plenary (close) | (10 min) Share the inner traits and the evidence used to prove them. |
| Assessment | Ability to infer personality traits from character actions. |
| Teacher notes | Move students beyond just describing what the character looks like. |
| Objectives | Students will be able to: (1) define conjunctions as joining words; (2) combine two simple sentences using and, but, or; (3) choose the right conjunction. |
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| Materials | Word cards (and, but, or), sentence strips. |
| Key vocabulary | conjunction, join, combine, sentence |
| Engage (starter) | (10 min) Write two sentences: "I like apples. I like bananas." Show how "and" glues them together. |
| Develop (main) | (35 min) 1. Explain the functions: And (addition), But (contrast), Or (choice). 2. Do examples on the board. "I wanted to play outside, ___ it rained." 3. Students use conjunctions to combine 5 pairs of sentences in their notebooks. |
| Plenary (close) | (10 min) Read combined sentences. Discuss why "but" was used instead of "and". |
| Assessment | Correct selection of conjunctions based on sentence context. |
| Teacher notes | Punctuation with conjunctions (commas) can be introduced if class is advanced. |
| Objectives | Students will be able to: (1) read and spell o-e and u-e words; (2) identify the pattern in text; (3) write sentences. |
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| Materials | Whiteboards, reading passage containing target words. |
| Key vocabulary | long vowel, silent e, bone, cube |
| Engage (starter) | (10 min) "We know a-e and i-e. Let's conquer o-e and u-e!" Review the magic e rule. |
| Develop (main) | (35 min) 1. Introduce o-e (hope, rope) and u-e (cube, tube). 2. Read the short passage, highlighting the o-e and u-e words. 3. Word dictation. 4. Write 2 sentences using one o-e word and one u-e word. |
| Plenary (close) | (10 min) Share sentences. Check for correct spelling. |
| Assessment | Identification of the words in text and dictation accuracy. |
| Teacher notes | Remind them that 'u' can say "yoo" (cube) or "oo" (flute). |
| Objectives | Students will be able to: (1) revise their draft to add adjectives; (2) edit for capitals, punctuation, and past tense verbs; (3) produce a final copy. |
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| Materials | Rough drafts from Day 14, colored pens, editing checklist. |
| Key vocabulary | revise, edit, publish, checklist |
| Engage (starter) | (10 min) "Revising makes it sound better; editing makes it look right." Show an example of an edited sentence. |
| Develop (main) | (35 min) 1. Model using the editing checklist. 2. Independent revising: use a green pen to add two adjectives to the draft. 3. Independent editing: use a red pen to check capitals, full stops, and past tense verbs. 4. Write the final, neat copy. |
| Plenary (close) | (10 min) Author's Chair: volunteers read their published narratives. |
| Assessment | Final copy shows improvements from the rough draft and accurate mechanics. |
| Teacher notes | Praise the writing process over perfection. |
| Objectives | Students will be able to: (1) demonstrate understanding of main idea and sequencing; (2) use past tense, adjectives, and conjunctions. |
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| Materials | Check-in assessment. |
| Key vocabulary | assessment, review |
| Engage (starter) | (10 min) Brief review of key terms: main idea, adjective, past tense, conjunction. |
| Develop (main) | (35 min) 1. Administer the check-in worksheet. Includes a reading passage with main idea/sequence questions, and grammar fill-in-the-blanks. 2. Teacher monitors to ensure students are reading the instructions carefully. |
| Plenary (close) | (10 min) Collect papers. Play a relaxing word game (e.g., Hangman with vocabulary words). |
| Assessment | Formal assessment rubric data. |
| Teacher notes | Use results to identify students needing term 2 remediation. |