| Objectives | (1) define proverb/adage; (2) interpret figurative meanings; (3) identify in context. |
|---|---|
| Materials | List of proverbs. |
| Key vocabulary | proverb, adage, figurative, literal, wisdom |
| Engage (starter) | (10 min) "A penny saved is a penny earned." What does this mean? |
| Develop (main) | (35 min) Discuss definitions (traditional sayings expressing truth). Group work: interpret meanings of 5 proverbs. Illustrate literal vs figurative meaning. |
| Plenary (close) | (10 min) Share illustrations. |
| Assessment | Accurate interpretation of figurative meaning. |
| Teacher notes | Connect to local Jamaican proverbs. |
| Objectives | (1) use italics/underlining for long works; (2) use quotation marks for short works; (3) punctuate sentences. |
|---|---|
| Materials | Rule chart, whiteboards. |
| Key vocabulary | italics, underline, quotation marks, title, book, poem |
| Engage (starter) | (10 min) Write a book title and a song title on the board. How do we punctuate them differently? |
| Develop (main) | (35 min) Teach rules (Books/Movies = underline/italics; Poems/Songs/Articles = quotes). Worksheet: punctuate the titles in the sentences correctly. |
| Plenary (close) | (10 min) Whiteboard practice. |
| Assessment | Correct punctuation of titles. |
| Teacher notes | Important for citing sources in essays. |
| Objectives | (1) read firsthand and secondhand accounts; (2) compare perspectives; (3) identify differences in information. |
|---|---|
| Materials | Two accounts of a historical event (e.g., Titanic sinking). |
| Key vocabulary | firsthand account, secondhand account, perspective, primary source, secondary source |
| Engage (starter) | (10 min) "If a fight happens at recess, who tells a better story: the kid in the fight, or the kid who heard about it later?" |
| Develop (main) | (35 min) Define firsthand (primary) vs secondhand (secondary). Read both texts. Use a graphic organizer to compare focus, facts provided, and emotional tone. |
| Plenary (close) | (10 min) Discuss which account is more reliable and why. |
| Assessment | Accurate comparison in graphic organizer. |
| Teacher notes | Links strongly to Social Studies. |
| Objectives | (1) write an introduction with a hook and thesis; (2) draft body paragraphs using facts; (3) use transition words. |
|---|---|
| Materials | Outlines, drafting paper. |
| Key vocabulary | draft, hook, transition, informative, facts |
| Engage (starter) | (10 min) "Turn your blueprint into a house!" |
| Develop (main) | (35 min) Review hook strategies. Students draft introduction. Continue drafting body paragraphs using their outlines and transition words. Focus on paragraph structure. |
| Plenary (close) | (10 min) Share hooks. |
| Assessment | Draft follows outline and remains informative, not persuasive. |
| Teacher notes | Monitor to ensure students use their own words. |
| Objectives | (1) explain proverbs; (2) punctuate titles; (3) compare primary/secondary sources. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Proverb charades. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Prepare for Term assessment. |