| Objectives | Students will be able to: (1) find the main idea when it is NOT the first sentence; (2) infer the main idea if unstated; (3) write a main idea statement. |
|---|---|
| Materials | Paragraphs with implicit main ideas. |
| Key vocabulary | main idea, implicit, explicit, details, infer |
| Engage (starter) | (10 min) Read a list of items: "tent, sleeping bag, flashlight, bug spray." What is the topic? (Camping) I didn't say camping! You inferred it. |
| Develop (main) | (35 min) 1. Explain that sometimes the main idea is explicit (stated) and sometimes implicit (hidden). 2. Read a paragraph where the topic sentence is at the end. Find it. 3. Read a paragraph with NO topic sentence. Model how to sum up the details into one sentence. 4. Students practice with 2 paragraphs. |
| Plenary (close) | (10 min) Discuss the created main idea statements. |
| Assessment | Ability to synthesize details into an accurate main idea statement. |
| Teacher notes | This is a step up from Grade 3; requires synthesis. |
| Objectives | Students will be able to: (1) apply agreement rules to compound subjects; (2) handle sentences with prepositional phrases between subject and verb. |
|---|---|
| Materials | Whiteboard, sentence sorting cards. |
| Key vocabulary | subject, verb, agreement, compound subject, prepositional phrase |
| Engage (starter) | (10 min) "The box of apples (is/are) heavy." Discuss why it's "is" (box is the subject, not apples). |
| Develop (main) | (35 min) 1. Review basic agreement. 2. Rule 1: Compound subjects with "and" take plural verbs (Jack and Jill walk). 3. Rule 2: Ignore prepositional phrases (The dogs in the park bark). 4. Guided practice crossing out the prepositional phrase to find the true subject. 5. Independent worksheet. |
| Plenary (close) | (10 min) Review the hardest worksheet questions. |
| Assessment | Worksheet accuracy, specifically crossing out the distracting phrases. |
| Teacher notes | This is a common error in both writing and speech; practice frequently. |
| Objectives | Students will be able to: (1) define prefix; (2) know the meanings of un-, re-, pre-, dis-; (3) determine the meaning of new words. |
|---|---|
| Materials | Prefix anchor chart, base word cards. |
| Key vocabulary | prefix, base word, meaning, un-, re-, pre-, dis- |
| Engage (starter) | (10 min) Write "do". Add "re" (redo). Add "un" (undo). How does the meaning change? |
| Develop (main) | (35 min) 1. Define prefix: a word part added to the beginning of a base word to change its meaning. 2. Teach meanings: un/dis = not/opposite, re = again, pre = before. 3. Students combine prefix cards with base word cards to make new words and write their definitions. 4. Complete a fill-in-the-blank paragraph. |
| Plenary (close) | (10 min) What does "preheat" mean? What about "disagree"? |
| Assessment | Correct definitions of prefixed words. |
| Teacher notes | Prefixes drastically improve reading comprehension of unknown words. |
| Objectives | Students will be able to: (1) punctuate dialogue correctly; (2) use dialogue tags other than "said"; (3) add dialogue to a narrative. |
|---|---|
| Materials | Comic strips, quotation mark pasta (optional, for fun). |
| Key vocabulary | dialogue, quotation marks, dialogue tag, narrative |
| Engage (starter) | (10 min) Look at a comic strip. "The speech bubbles show talking. In writing, we use quotation marks." |
| Develop (main) | (35 min) 1. Teach the rules of dialogue: "Speech goes inside," said the teacher. 2. Brainstorm a list of words to use instead of "said" (whispered, yelled, replied). 3. Give students a boring narrative. Have them add two lines of properly punctuated dialogue between the characters. |
| Plenary (close) | (10 min) Have students read their dialogue with the emotion of the tag (e.g., reading it like a whisper). |
| Assessment | Correct placement of quotation marks and commas in dialogue. |
| Teacher notes | Focus on the mechanical placement of the punctuation. |
| Objectives | Students will be able to: (1) summarize a paragraph; (2) ensure subject-verb agreement; (3) decode prefixed words. |
|---|---|
| Materials | Review task cards around the room. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Prefix game: Teacher gives definition ("to build again"), student gives word ("rebuild"). |
| Develop (main) | (35 min) 1. Task card scoot. Place 15 task cards around the room covering the week's topics. 2. Students move from card to card writing answers on their recording sheet. 3. Collect sheets for marking. |
| Plenary (close) | (10 min) Go over the answers to the 3 hardest task cards. |
| Assessment | Score on the task card recording sheet. |
| Teacher notes | Movement helps keep engagement high during review. |