| Objectives | (1) review comma rules for lists; (2) review commas for introductory phrases/clauses; (3) edit a paragraph. |
|---|---|
| Materials | Editing paragraphs, red pens. |
| Key vocabulary | comma, series, introductory element, clause, phrase |
| Engage (starter) | (10 min) "Commas are the traffic lights of sentences. They tell you when to yield." |
| Develop (main) | (35 min) Comprehensive review of major comma rules learned in Grade 5. Students act as editors to fix a paragraph missing all commas. Rewrite the paragraph correctly. |
| Plenary (close) | (10 min) Review the edited paragraph on the board. |
| Assessment | Correction of all comma errors. |
| Teacher notes | Prepares students for writing publication. |
| Objectives | (1) identify the author's perspective; (2) look for loaded language and omitted facts; (3) evaluate text objectivity. |
|---|---|
| Materials | Opinionated articles or editorials. |
| Key vocabulary | perspective, bias, objective, subjective, loaded language, omit |
| Engage (starter) | (10 min) "If a fast-food company writes an article about health, should we trust it completely?" |
| Develop (main) | (35 min) Define perspective and bias. Identify "loaded words" and discuss how omitting facts creates bias. Read text, highlight loaded words, determine the author's perspective and potential bias. Write a short evaluation. |
| Plenary (close) | (10 min) Discuss how bias affects the reliability of text. |
| Assessment | Accurate identification of loaded words and perspective. |
| Teacher notes | Critical media literacy skill. |
| Objectives | (1) draft climax; (2) format dialogue correctly; (3) write a satisfying resolution. |
|---|---|
| Materials | Drafts, dialogue rule chart. |
| Key vocabulary | climax, resolution, dialogue, format |
| Engage (starter) | (10 min) "Bring the tension to a peak, then let the reader breathe!" |
| Develop (main) | (35 min) Review dialogue formatting (new speaker = new paragraph). Model drafting a climax using dialogue to advance the plot. Students finish drafting their narratives. |
| Plenary (close) | (10 min) Read climax scenes aloud. |
| Assessment | Draft contains a clear resolution and correctly formatted dialogue. |
| Teacher notes | Focus on plot completion and pacing. |
| Objectives | (1) self/peer edit for commas, perfect tenses, and pacing; (2) write/type final copy. |
|---|---|
| Materials | Editing checklists, final copy paper/computers. |
| Key vocabulary | edit, peer review, publish, conventions |
| Engage (starter) | (10 min) "Final polish! Let's get these ready for the library." |
| Develop (main) | (35 min) Peer editing focusing on "Show, Don't Tell" and dialogue formatting. Self-edit for commas and verb tenses. Write or type the final polished narrative. |
| Plenary (close) | (10 min) Author's chair. |
| Assessment | Final narrative is engaging, well-paced, and grammatically correct. |
| Teacher notes | Celebrate completion of the writing unit. |
| Objectives | (1) punctuate sentences; (2) identify bias; (3) use dictionary skills. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Comma placement race. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check bias comprehension. |