| Objectives | Students will be able to: (1) define inferencing; (2) use text clues + background knowledge to make inferences; (3) draw conclusions from short texts. |
|---|---|
| Materials | Picture prompts (e.g., a broken vase and a hiding dog), short text scenarios. |
| Key vocabulary | inference, text clues, background knowledge, conclude, guess |
| Engage (starter) | (10 min) Show the broken vase picture. "Who broke it? How do you know? You just made an inference!" |
| Develop (main) | (35 min) 1. Formula: Text Clues + What I Know = Inference. 2. Read short scenarios (e.g., "Sarah grabbed her umbrella and boots." -> Inference: It is raining). 3. Work in pairs to read 4 scenarios and write the inference and the clues used. 4. Discuss as a class. |
| Plenary (close) | (10 min) "Mystery Bag" - give 3 clues about an object, students infer what it is. |
| Assessment | Logical inferences supported by specific text clues. |
| Teacher notes | Inferencing is reading between the lines; model this heavily. |
| Objectives | Students will be able to: (1) define adverbs; (2) identify adverbs that tell how, when, or where; (3) use adverbs to improve sentence detail. |
|---|---|
| Materials | Action verb flashcards, anchor chart. |
| Key vocabulary | adverb, modify, verb, how, when, where |
| Engage (starter) | (10 min) Ask a student to walk. Then ask them to walk "slowly", then "quickly". "The verb is walk, but the adverb tells us HOW." |
| Develop (main) | (35 min) 1. Create an anchor chart for Adverbs (How: loudly, softly; When: tomorrow, yesterday; Where: outside, everywhere). 2. Find the verb and the adverb in sample sentences. 3. Worksheet: circle the verb, underline the adverb, state if it tells how, when, or where. 4. Write 3 original sentences using adverbs. |
| Plenary (close) | (10 min) Share sentences. Discuss how the adverb changes the picture in our mind. |
| Assessment | Accurate identification and classification of adverbs. |
| Teacher notes | Note that many "how" adverbs end in -ly. |
| Objectives | Students will be able to: (1) define synonyms and antonyms; (2) use a thesaurus (or glossary) to find synonyms; (3) replace words in a text. |
|---|---|
| Materials | Thesauruses (physical or digital), matching cards. |
| Key vocabulary | synonym, antonym, thesaurus, opposite, similar |
| Engage (starter) | (10 min) Write "happy". Ask for words that mean the same (glad, joyful) and opposites (sad, angry). |
| Develop (main) | (35 min) 1. Define synonyms (same) and antonyms (opposite). 2. Play a matching game: match the synonym pair, then find its antonym. 3. Hand out a "boring" paragraph (using words like good, bad, big, small). 4. Students use a thesaurus to rewrite the paragraph with stronger synonyms. |
| Plenary (close) | (10 min) Read the "boring" vs "exciting" paragraphs aloud to compare. |
| Assessment | Appropriate use of synonyms to enhance the text. |
| Teacher notes | Teach basic thesaurus navigation skills. |
| Objectives | Students will be able to: (1) understand "show, don't tell"; (2) use sensory details and adjectives/adverbs; (3) write a descriptive paragraph about a setting. |
|---|---|
| Materials | Picture of a vivid setting (e.g., a busy Jamaican market), sensory chart. |
| Key vocabulary | describe, sensory details, show don't tell, setting |
| Engage (starter) | (10 min) Write "The market was busy." vs "Vendors shouted over the loud music while carts bumped into each other." Which is better? Why? |
| Develop (main) | (35 min) 1. Explain "Show, Don't Tell". 2. Look at the setting picture. Fill out a 5-senses chart (See, Hear, Smell, Taste, Feel). 3. Model writing a topic sentence. 4. Students use their sensory chart to write a descriptive paragraph of the setting. |
| Plenary (close) | (10 min) Share paragraphs. Have the class identify the sensory words used. |
| Assessment | Paragraph includes details appealing to at least 3 senses. |
| Teacher notes | Encourage the use of the adverbs and adjectives learned this week. |
| Objectives | Students will be able to: (1) make inferences; (2) identify adverbs; (3) provide synonyms and antonyms. |
|---|---|
| Materials | Review quiz, whiteboard markers. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Synonym/Antonym ping-pong game. |
| Develop (main) | (35 min) 1. Independent review worksheet covering week 2 topics. 2. Includes a short reading passage requiring an inference, identifying adverbs, and a vocabulary section. 3. Early finishers read a library book and find 3 adverbs. |
| Plenary (close) | (10 min) Peer grade the vocabulary section and discuss the inference answers. |
| Assessment | Score on the review worksheet. |
| Teacher notes | Ensure inferencing skills are solid before moving to main idea. |