| Objectives | (1) define the prefixes; (2) determine word meanings; (3) use in context. |
|---|---|
| Materials | Prefix anchor chart, worksheets. |
| Key vocabulary | prefix, base word, mis-, pre-, misunderstand, preheat |
| Engage (starter) | (10 min) Write "understand" vs "misunderstand". How did the meaning change? |
| Develop (main) | (35 min) Teach mis- (wrong/bad) and pre- (before). Combine prefixes with base words. Complete a fill-in-the-blank worksheet to test context usage. |
| Plenary (close) | (10 min) Share sentences using new words. |
| Assessment | Correct usage in context. |
| Teacher notes | Prefixes build reading comprehension. |
| Objectives | (1) define progressive tense; (2) use am/is/are/was/were + -ing; (3) rewrite sentences. |
|---|---|
| Materials | Verb tense charts. |
| Key vocabulary | progressive tense, helping verb, -ing, continuing action |
| Engage (starter) | (10 min) "I walk" vs "I am walking". Which one is happening right this second? |
| Develop (main) | (35 min) Teach present progressive (am/is/are + ing) for ongoing actions. Teach past progressive (was/were + ing) for past ongoing actions. Practice converting simple tense to progressive tense. Worksheet. |
| Plenary (close) | (10 min) Whiteboard conversion practice. |
| Assessment | Accurate formation of progressive tenses. |
| Teacher notes | Ensure they don't forget the helping verb. |
| Objectives | (1) identify main ideas of paragraphs; (2) synthesize into a summary; (3) avoid personal opinions. |
|---|---|
| Materials | Informational articles, highlighters. |
| Key vocabulary | summary, objective, main idea, synthesize, details |
| Engage (starter) | (10 min) "If you tell me about a movie, do you tell me every single scene? No, just the important parts!" |
| Develop (main) | (35 min) Read an article. Model highlighting the main idea of each paragraph. Synthesize those main ideas into a 3-sentence summary on the board. Students practice with a new text. |
| Plenary (close) | (10 min) Read summaries aloud. Check for opinions. |
| Assessment | Summary is objective and captures main points. |
| Teacher notes | Summarizing non-fiction is harder than fiction; requires synthesis. |
| Objectives | (1) select a topic; (2) research facts; (3) organize into an outline. |
|---|---|
| Materials | Graphic organizers, reference books/devices. |
| Key vocabulary | informative, research, outline, topic sentence |
| Engage (starter) | (10 min) "What is something you know a lot about? Today, you plan an article on it." |
| Develop (main) | (35 min) Discuss the purpose of informative writing. Students choose a topic, gather 3 strong facts, and fill out an outline (Topic sentence, 3 facts with details, Concluding sentence). |
| Plenary (close) | (10 min) Peer review outlines for factual accuracy. |
| Assessment | Outline is organized and contains verifiable facts. |
| Teacher notes | No opinions allowed in this writing piece. |
| Objectives | (1) apply prefixes; (2) form progressive verbs; (3) summarize text. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Prefix matching game. |
| Develop (main) | (35 min) Independent review packet. Reading fluency practice in small groups. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check progressive tense formation. |