| Objectives | Students will be able to: (1) define cause and effect; (2) identify signal words; (3) analyze complex texts to find multiple effects of one cause. |
|---|---|
| Materials | Cause/effect graphic organizers, historical or scientific text (e.g., effects of a hurricane). |
| Key vocabulary | cause, effect, consequently, therefore, as a result |
| Engage (starter) | (10 min) Knock over a line of dominoes. "The first push is the cause. Everything else is the effect." |
| Develop (main) | (35 min) 1. Define terms: Cause (Why it happened), Effect (What happened). 2. Identify signal words (because, since, so, therefore). 3. Read the informational text. 4. Model filling out a multi-effect graphic organizer (Cause: Hurricane -> Effects: floods, power outages, damaged crops). 5. Students read a new text and complete their own organizer. |
| Plenary (close) | (10 min) Share cause and effect relationships found in the text. |
| Assessment | Accurate mapping of cause to its specific effects. |
| Teacher notes | Ensure students don't mix up the cause and the effect. |
| Objectives | Students will be able to: (1) distinguish between FANBOYS and subordinating conjunctions; (2) combine sentences creating compound and complex sentences. |
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| Materials | FANBOYS chart, list of subordinating conjunctions (AWUBIS - although, while, until, because, if, since). |
| Key vocabulary | coordinating, subordinating, compound sentence, complex sentence |
| Engage (starter) | (10 min) Review simple conjunctions (and, but, or). "Today we level up our sentence building!" |
| Develop (main) | (35 min) 1. Review FANBOYS (For, And, Nor, But, Or, Yet, So) for compound sentences. 2. Introduce AWUBIS for complex sentences. Show how they create dependent clauses ("Because it rained, we stayed inside"). 3. Practice combining sentence pairs using both methods. 4. Independent worksheet. |
| Plenary (close) | (10 min) Write a complex sentence on the board and identify the dependent clause. |
| Assessment | Correct punctuation (comma usage) when combining sentences. |
| Teacher notes | Comma rules with subordinating conjunctions: comma if it starts the sentence, no comma if it's in the middle. |
| Objectives | Students will be able to: (1) define root word; (2) learn the meaning of roots like "aqua", "bio", "tele"; (3) deduce the meaning of unknown words. |
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| Materials | Root word flashcards, dictionaries. |
| Key vocabulary | root word, base, aqua, bio, tele, graph |
| Engage (starter) | (10 min) Write "television", "telephone", "telescope". "What do these have in common? 'Tele'. It means distance." |
| Develop (main) | (35 min) 1. Explain that many English words come from Greek and Latin roots. 2. Teach 4-5 common roots (e.g., bio=life, aqua=water, graph=write, phon=sound). 3. Group work: brainstorm as many words as possible containing assigned roots. 4. Match words to their definitions based on the root. |
| Plenary (close) | (10 min) Review the brainstorm lists. Discuss "biography" (life-write). |
| Assessment | Ability to define words based on their root components. |
| Teacher notes | This is a powerful tool for building advanced vocabulary. |
| Objectives | Students will be able to: (1) identify the parts of a formal letter; (2) use appropriate tone; (3) draft a letter of request or complaint. |
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| Materials | Sample formal letters, block format template. |
| Key vocabulary | heading, inside address, salutation, body, closing, signature, tone |
| Engage (starter) | (10 min) "If you bought a broken phone, how do you write to the company? You can't just say 'Hey, fix this!'" Discuss tone. |
| Develop (main) | (35 min) 1. Review block format structure (Heading, Inside Address, Salutation, Body, Closing, Signature). 2. Discuss formal vs. informal tone. 3. Look at a sample letter of complaint. 4. Students draft a letter to the principal requesting a new club at school, focusing on structure and polite, formal tone. |
| Plenary (close) | (10 min) Share salutations and closings used. |
| Assessment | Adherence to the block format and use of a formal tone. |
| Teacher notes | Focus on the structural elements; revising content comes later. |
| Objectives | Students will be able to: (1) identify cause/effect in text; (2) use AWUBIS words; (3) label a formal letter. |
|---|---|
| Materials | Review test, letter structure puzzle. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Put the parts of a formal letter in order on the board as a race. |
| Develop (main) | (35 min) 1. Independent review worksheet covering week 2 topics. 2. Includes reading a passage for cause/effect, combining sentences to make them complex, and defining root words. 3. Early finishers complete a letter structure puzzle. |
| Plenary (close) | (10 min) Review the AWUBIS sentence combining answers. |
| Assessment | Score on the review worksheet. |
| Teacher notes | Check specifically if commas are used correctly with subordinating conjunctions. |