| Objectives | (1) define suffixes; (2) change parts of speech; (3) deduce meanings. |
|---|---|
| Materials | Suffix anchor chart, word cards. |
| Key vocabulary | suffix, -able, -ment, base word |
| Engage (starter) | (10 min) "Enjoy" becomes "enjoyment". What changed? |
| Develop (main) | (35 min) Teach -able (can be done -> adjective) and -ment (action or process -> noun). Build words using a matrix. Write sentences using the newly formed words. |
| Plenary (close) | (10 min) Share sentences. Identify the part of speech. |
| Assessment | Correct usage in context. |
| Teacher notes | Suffixes often change the part of speech. |
| Objectives | (1) define helping verbs; (2) memorize common helping verbs; (3) identify the main verb vs helping verb. |
|---|---|
| Materials | Helping verb song/chant, highlighters. |
| Key vocabulary | helping verb, main verb, verb phrase, have, be, do |
| Engage (starter) | (10 min) "I walking." Missing something? "I AM walking." AM is helping! |
| Develop (main) | (35 min) Teach common helping verbs (am, is, are, was, were, has, have, had). Highlight the helping verb and underline the main verb in sentences. Worksheet practice. |
| Plenary (close) | (10 min) Chant the helping verbs together. |
| Assessment | Accurate identification of the verb phrase. |
| Teacher notes | This builds on the progressive tense lesson. |
| Objectives | (1) identify chronological structure; (2) find signal words; (3) create a timeline. |
|---|---|
| Materials | Historical or biographical text, timeline graphic organizers. |
| Key vocabulary | text structure, chronological, sequence, timeline, signal words |
| Engage (starter) | (10 min) "How is a history book organized? By time!" |
| Develop (main) | (35 min) Define chronological structure. Identify signal words (dates, first, next, later). Read text. Students extract events and plot them accurately on a timeline. |
| Plenary (close) | (10 min) Compare timelines. |
| Assessment | Accurate sequencing of events on the timeline. |
| Teacher notes | Text structure aids comprehension. |
| Objectives | (1) use the outline; (2) write a strong topic sentence; (3) use transition words. |
|---|---|
| Materials | Outlines from Day 24, drafting paper, transition word list. |
| Key vocabulary | draft, transition words, topic sentence |
| Engage (starter) | (10 min) "Let's turn our facts into a smooth paragraph." |
| Develop (main) | (35 min) Review outlines. Provide a list of informative transitions (first, additionally, finally). Model drafting. Students draft their paragraphs, focusing on flow. |
| Plenary (close) | (10 min) Partner read drafts checking for transitions. |
| Assessment | Draft follows outline and uses transitions. |
| Teacher notes | Writing stamina. |
| Objectives | (1) apply suffixes; (2) identify verb phrases; (3) identify sequence. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Verb phrase flyswatter game. |
| Develop (main) | (35 min) Independent review quiz. Early finishers read. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor helping verb mastery. |