| Objectives | (1) review complex homophones; (2) differentiate its/it's and their/there/they're; (3) edit text. |
|---|---|
| Materials | Editing worksheets. |
| Key vocabulary | homophone, edit, context |
| Engage (starter) | (10 min) "Its a nice day to walk they're dog." Find the two errors! |
| Develop (main) | (35 min) Intensive review of the most commonly confused homophones. Students act as editors to fix a paragraph riddled with homophone errors. |
| Plenary (close) | (10 min) Review the edited paragraph on the board. |
| Assessment | Correction of all homophone errors. |
| Teacher notes | This requires constant drill in Grade 4. |
| Objectives | (1) understand the royal order of adjectives; (2) arrange multiple adjectives correctly; (3) describe nouns. |
|---|---|
| Materials | Order of adjectives chart (Number, Opinion, Size, Age, Shape, Color, Origin, Material). |
| Key vocabulary | adjective order, sequence, modify |
| Engage (starter) | (10 min) "The red big balloon vs The big red balloon. Which sounds right? There is a rule!" |
| Develop (main) | (35 min) Introduce the simplified order (Number, Opinion, Size, Color, Material). Practice ordering jumbled adjectives to describe nouns on the board. Worksheet. |
| Plenary (close) | (10 min) Whiteboard ordering practice. |
| Assessment | Correct sequencing of adjectives. |
| Teacher notes | Native speakers do this naturally; ESL/creole speakers may need explicit instruction. |
| Objectives | (1) compare primary and secondary sources; (2) analyze author perspective and emotion. |
|---|---|
| Materials | Two texts on a historical event. |
| Key vocabulary | firsthand, secondhand, primary source, secondary source, perspective |
| Engage (starter) | (10 min) Review definitions. "Which gives you facts? Which gives you feelings?" |
| Develop (main) | (35 min) Read texts. Use a graphic organizer to compare facts vs emotions in both accounts. Write a paragraph explaining which account is better for writing a history report and why. |
| Plenary (close) | (10 min) Share paragraphs. |
| Assessment | Accurate analysis of source reliability. |
| Teacher notes | Deepens prior knowledge. |
| Objectives | (1) draft introduction and rising action; (2) use descriptive adjectives; (3) set the scene. |
|---|---|
| Materials | Story mountains, drafting paper. |
| Key vocabulary | draft, sensory details, rising action, setting |
| Engage (starter) | (10 min) "Start your story by showing us where we are using your 5 senses." |
| Develop (main) | (35 min) Model writing an opening that establishes setting and character. Students draft their introduction and rising action, focusing on using the correct order of adjectives. |
| Plenary (close) | (10 min) Partner read opening paragraphs. |
| Assessment | Draft follows the story mountain and includes setting details. |
| Teacher notes | Writing stamina. |
| Objectives | (1) fix homophones; (2) order adjectives; (3) distinguish sources. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Adjective ordering relay race. |
| Develop (main) | (35 min) Independent review quiz. Early finishers read. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor adjective order rules. |