| Objectives | (1) use inference, definition, synonym, antonym clues; (2) define Tier 2 words in text; (3) explain strategy used. |
|---|---|
| Materials | Challenging text passages. |
| Key vocabulary | context clues, inference, deduce, Tier 2 vocabulary |
| Engage (starter) | (10 min) "Be a word detective. Use the words around the mystery word to crack the case!" |
| Develop (main) | (35 min) Review the 4 types of context clues. Read a passage with bolded unknown words. Determine meaning and label the clue type used. Independent practice. |
| Plenary (close) | (10 min) Discuss the hardest words. |
| Assessment | Accurate definitions and identified clue types. |
| Teacher notes | Essential for reading comprehension tests. |
| Objectives | (1) define interjection; (2) punctuate with comma or exclamation mark; (3) write sentences. |
|---|---|
| Materials | Emotion cards. |
| Key vocabulary | interjection, emotion, exclamation, comma |
| Engage (starter) | (10 min) Stub your toe (pretend). "Ouch! Wow! Oh no! These are interjections!" |
| Develop (main) | (35 min) Define interjection (shows strong emotion, usually at start of sentence). Teach punctuation (Wow! vs Oh,). Worksheet: add interjections to sentences. |
| Plenary (close) | (10 min) Read sentences with expression. |
| Assessment | Correct punctuation of interjections. |
| Teacher notes | Fun and easy grammar topic. |
| Objectives | (1) define bias; (2) look for loaded language; (3) evaluate text objectivity. |
|---|---|
| Materials | Opinionated articles or editorials. |
| Key vocabulary | bias, objective, subjective, loaded language, opinion |
| Engage (starter) | (10 min) "If my mom writes an article about me, will it be fair? No, she's biased!" |
| Develop (main) | (35 min) Define bias (prejudice in favor of or against one thing). Identify "loaded words" (terrible, amazing, obviously). Read text, highlight loaded words, determine author's bias. |
| Plenary (close) | (10 min) Discuss how bias affects the reliability of text. |
| Assessment | Accurate identification of loaded words and bias. |
| Teacher notes | Critical thinking skill for media literacy. |
| Objectives | (1) self-edit for conventions and cited evidence; (2) peer review; (3) write/type final copy. |
|---|---|
| Materials | Editing checklists, final copy paper/computers. |
| Key vocabulary | edit, peer review, publish, conventions |
| Engage (starter) | (10 min) "Polish your research to look like a professional article." |
| Develop (main) | (35 min) Model peer review process. Students swap essays and use a rubric to check for facts, transitions, and punctuation. Write/type final copy. |
| Plenary (close) | (10 min) Author's chair. |
| Assessment | Final essay is well-structured, informative, and grammatically sound. |
| Teacher notes | Publishing process. |
| Objectives | (1) demonstrate language skills; (2) use context clues and perfect tense; (3) comprehend complex text. |
|---|---|
| Materials | Assessments. |
| Key vocabulary | assessment |
| Engage (starter) | (10 min) Quick review of roots and grammar. |
| Develop (main) | (35 min) Administer Term 2 check-in. Cover roots, perfect tense, citing evidence, and text comparison. |
| Plenary (close) | (10 min) Collect and free read. |
| Assessment | Rubric data. |
| Teacher notes | Formal assessment. |