| Objectives | (1) define roots; (2) deduce word meanings; (3) generate word lists. |
|---|---|
| Materials | Root anchor chart, dictionaries. |
| Key vocabulary | Greek root, phon, photo, graph, meaning |
| Engage (starter) | (10 min) Photograph, phonograph, telephone. Find the common parts. |
| Develop (main) | (35 min) Define roots (sound, light, write). Group brainstorming for words. Match words to definitions using roots as clues. |
| Plenary (close) | (10 min) Share generated words. |
| Assessment | Correct definitions based on roots. |
| Teacher notes | Roots build academic vocabulary. |
| Objectives | (1) define present perfect tense; (2) form using has/have + past participle; (3) write sentences. |
|---|---|
| Materials | Verb charts. |
| Key vocabulary | verb tense, present perfect, past participle, has, have |
| Engage (starter) | (10 min) "I walk" vs "I have walked". What's the difference in time? |
| Develop (main) | (35 min) Teach formation (has/have + past participle). Discuss usage (action started in past, continues to present). Practice converting sentences. Worksheet. |
| Plenary (close) | (10 min) Whiteboard conversion practice. |
| Assessment | Correct formation of perfect tense. |
| Teacher notes | Focus on irregular past participles (e.g., have eaten, has gone). |
| Objectives | (1) read two texts on the same topic; (2) identify similarities/differences; (3) complete a Venn diagram. |
|---|---|
| Materials | Two articles on similar topics (e.g., alligators vs crocodiles), Venn diagrams. |
| Key vocabulary | compare, contrast, Venn diagram, similarities, differences |
| Engage (starter) | (10 min) "How are a dog and a cat alike? Different?" |
| Develop (main) | (35 min) Read Text A and Text B. Model finding comparing points. Students complete Venn diagram comparing facts from both texts. Write a summary sentence. |
| Plenary (close) | (10 min) Discuss findings. |
| Assessment | Accurate placement of facts in Venn diagram. |
| Teacher notes | Higher order thinking: comparing information across sources. |
| Objectives | (1) choose a topic; (2) gather facts; (3) write an informative thesis. |
|---|---|
| Materials | Research materials (books/tablets), graphic organizers. |
| Key vocabulary | informative, research, thesis, facts, topic |
| Engage (starter) | (10 min) "Today you start your journey as an expert researcher!" |
| Develop (main) | (35 min) Discuss informative writing vs persuasive. Choose topics (e.g., a country, animal, historical event). Begin taking notes. Write a thesis statement introducing the topic. |
| Plenary (close) | (10 min) Review thesis statements. |
| Assessment | Thesis states the topic without opinions. |
| Teacher notes | Ensure students are taking notes, not copying. |
| Objectives | (1) define Greek roots; (2) use perfect tense; (3) compare texts. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Root word matching game. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check perfect tense mastery. |