| Objectives | (1) define suffixes; (2) understand they change base words to adjectives; (3) use in context. |
|---|---|
| Materials | Suffix anchor chart, word cards. |
| Key vocabulary | suffix, -ful, -less, base word, adjective |
| Engage (starter) | (10 min) "Careful vs Careless. How did the ending change the meaning?" |
| Develop (main) | (35 min) Teach -ful (full of) and -less (without). Build words using a matrix. 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 | Focus on how the suffix changes the part of speech. |
| Objectives | (1) define modal verbs; (2) identify can, could, must, should, would; (3) understand conditions. |
|---|---|
| Materials | Verb charts, sentence strips. |
| Key vocabulary | modal verb, auxiliary, helping verb, condition, possibility |
| Engage (starter) | (10 min) "I jump vs I CAN jump vs I MUST jump." Discuss the difference in meaning. |
| Develop (main) | (35 min) Teach common modals. Explain they express necessity or possibility. Practice rewriting sentences changing the modal to change the meaning. Worksheet. |
| Plenary (close) | (10 min) Whiteboard conversion practice. |
| Assessment | Accurate identification and use of modal verbs. |
| Teacher notes | Nuance in verb meaning. |
| Objectives | (1) identify stanza, line, rhyme scheme; (2) recognize rhythm/meter; (3) analyze a poem. |
|---|---|
| Materials | Copies of a structured poem (e.g., AABB rhyme scheme). |
| Key vocabulary | poetry, stanza, line, rhyme scheme, meter, rhythm |
| Engage (starter) | (10 min) "How is reading a poem different from reading a textbook?" |
| Develop (main) | (35 min) Define structural elements. Read poem aloud. Practice labeling lines, stanzas, and determining the rhyme scheme (AABB, ABAB). Answer comprehension questions. |
| Plenary (close) | (10 min) Choral read the poem focusing on rhythm. |
| Assessment | Accurate labeling of poem structure. |
| Teacher notes | Builds appreciation for literary forms. |
| Objectives | (1) choose a narrative topic; (2) develop characters and setting; (3) plot a story arc. |
|---|---|
| Materials | Story mountain graphic organizers. |
| Key vocabulary | narrative, character, setting, plot, climax, resolution |
| Engage (starter) | (10 min) "Every great story climbs a mountain. Let's build the map!" |
| Develop (main) | (35 min) Discuss narrative elements. Students choose a prompt. Fill out the story mountain (Introduction, Rising Action, Climax, Falling Action, Resolution). |
| Plenary (close) | (10 min) Peer review story arcs. |
| Assessment | Organizer contains a clear, resolvable plot. |
| Teacher notes | Ensure the climax is the turning point. |
| Objectives | (1) apply suffixes; (2) use modal verbs; (3) identify rhyme scheme. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Modal verb charades (act out "must" vs "can"). |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice in small groups. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check rhyme scheme understanding. |