| Objectives | (1) understand suffix rules; (2) change verbs to nouns; (3) spell words correctly. |
|---|---|
| Materials | Suffix rule charts, whiteboards. |
| Key vocabulary | suffix, -tion, -sion, noun, verb, conversion |
| Engage (starter) | (10 min) "Decide" becomes "decision". "Educate" becomes "education". |
| Develop (main) | (35 min) Teach spelling rules for changing verbs to nouns using -tion/-sion. Practice conversions on whiteboards. Complete fill-in-the-blank sentences. |
| Plenary (close) | (10 min) Spelling dictation. |
| Assessment | Spelling and conversion accuracy. |
| Teacher notes | Focus on the spelling changes at the end of the base word. |
| Objectives | (1) identify introductory words/phrases; (2) use a comma to set them off; (3) punctuate sentences. |
|---|---|
| Materials | Sentence strips, markers. |
| Key vocabulary | comma, introductory element, phrase, dependent clause |
| Engage (starter) | (10 min) "Yes I will go." vs "Yes, I will go." Add the comma for the pause. |
| Develop (main) | (35 min) Teach rules for introductory words (Yes, However), prepositional phrases (In the morning,), and dependent clauses (If it rains,). Worksheet: add commas to sentences. |
| Plenary (close) | (10 min) Board practice. |
| Assessment | Correct comma placement. |
| Teacher notes | Read sentences aloud to hear the natural pause. |
| Objectives | (1) identify primary/secondary sources; (2) compare perspectives; (3) analyze information differences. |
|---|---|
| Materials | Two texts on a historical event (one diary, one textbook excerpt). |
| Key vocabulary | firsthand, secondhand, primary source, secondary source, perspective, bias |
| Engage (starter) | (10 min) "Who has a better perspective: the player in the game, or the referee?" |
| Develop (main) | (35 min) Define terms. Read both texts. Use a graphic organizer to compare focus, emotional tone, and factual details. Discuss bias. |
| Plenary (close) | (10 min) Discuss which account is more reliable for specific facts. |
| Assessment | Accurate comparison and analysis of perspective. |
| Teacher notes | Critical for historical reading. |
| Objectives | (1) organize research into subtopics; (2) create an outline; (3) draft topic sentences. |
|---|---|
| Materials | Research notes, outline templates. |
| Key vocabulary | outline, subtopic, topic sentence, organization |
| Engage (starter) | (10 min) "Organize your facts so your reader doesn't get confused." |
| Develop (main) | (35 min) Model grouping facts into 3 logical body paragraphs. Students group their notes. Fill out the outline, writing a clear topic sentence for each body paragraph. |
| Plenary (close) | (10 min) Peer review outlines for logical flow. |
| Assessment | Outline is organized and topic sentences are clear. |
| Teacher notes | Ensure no opinions are included. |
| Objectives | (1) spell suffix words; (2) punctuate intro elements; (3) distinguish text types. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Comma placement race. |
| Develop (main) | (35 min) Independent review quiz. Early finishers continue research. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor comma usage. |