| Objectives | (1) identify the /aw/ sound; (2) learn positional rules; (3) spell words. |
|---|---|
| Materials | Word sort cards, whiteboards. |
| Key vocabulary | diphthong, au, aw, pause, straw |
| Engage (starter) | (10 min) "Draw a straw." Hear the sound? |
| Develop (main) | (35 min) Teach au (middle) and aw (end/middle). Sort cards. Word building on whiteboards. Dictation of 5 words. |
| Plenary (close) | (10 min) Dictation check. |
| Assessment | Correct spelling based on positional rules. |
| Teacher notes | Often a difficult sound for spelling. |
| Objectives | (1) define dependent clauses; (2) use AWUBIS words; (3) create complex sentences. |
|---|---|
| Materials | AWUBIS chart (Although, While, Until, Because, If, Since). |
| Key vocabulary | subordinating conjunction, dependent clause, complex sentence |
| Engage (starter) | (10 min) "Because it rained..." Finish the thought! It's incomplete. |
| Develop (main) | (35 min) Teach that AWUBIS words create dependent clauses. Practice combining sentences. Discuss comma rules (comma if AWUBIS is at the start). Worksheet. |
| Plenary (close) | (10 min) Sentence combining on board. |
| Assessment | Correct comma placement and clause creation. |
| Teacher notes | Major step in sentence maturity. |
| Objectives | (1) define 1st and 3rd person POV; (2) identify pronouns used as clues; (3) determine POV in text. |
|---|---|
| Materials | Passages in 1st and 3rd person. |
| Key vocabulary | point of view, perspective, 1st person, 3rd person, narrator |
| Engage (starter) | (10 min) "I went to the store" vs "He went to the store". Who is telling the story? |
| Develop (main) | (35 min) Define 1st (I, me, we) and 3rd (he, she, they). Analyze passages to determine POV. Rewrite a short 1st person paragraph into 3rd person. |
| Plenary (close) | (10 min) Discuss how POV changes the story's feel. |
| Assessment | Accurate identification and conversion of POV. |
| Teacher notes | Focus on narrator pronouns, not dialogue. |
| Objectives | (1) write a conclusion restating opinion; (2) self-edit for commas and conjunctions. |
|---|---|
| Materials | Drafts, editing checklists. |
| Key vocabulary | conclusion, summarize, edit |
| Engage (starter) | (10 min) "Wrap up your argument so they don't forget it!" |
| Develop (main) | (35 min) Model writing a conclusion (restate opinion, summarize reasons). Students draft conclusion. Use checklist to self-edit, specifically looking for compound/complex sentence punctuation. |
| Plenary (close) | (10 min) Author's chair (read conclusions). |
| Assessment | Conclusion summarizes the argument effectively. |
| Teacher notes | Editing focus is on sentence structure. |
| Objectives | (1) spell /aw/ words; (2) punctuate complex sentences; (3) identify POV. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Clause voting game. |
| Develop (main) | (35 min) Independent review quiz. Early finishers read. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor complex sentence punctuation. |