| Objectives | (1) understand suffix rules; (2) change verbs/adjectives to nouns; (3) spell words correctly. |
|---|---|
| Materials | Suffix rule charts, whiteboards. |
| Key vocabulary | suffix, -ance, -ence, noun, conversion |
| Engage (starter) | (10 min) "Depend" becomes "dependence". "Attend" becomes "attendance". |
| Develop (main) | (35 min) Teach spelling rules for changing words to nouns using -ance/-ence. 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/clauses; (2) use a comma to set them off; (3) edit 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 the author's perspective; (2) look for loaded language and omitted facts; (3) evaluate text objectivity. |
|---|---|
| Materials | Opinionated articles or editorials. |
| Key vocabulary | perspective, bias, objective, subjective, loaded language, omit |
| Engage (starter) | (10 min) "If a fast-food company writes an article about health, should we trust it completely?" |
| Develop (main) | (35 min) Define perspective and bias. Identify "loaded words" and discuss how omitting facts creates bias. Read text, highlight loaded words, determine author's perspective and potential bias. Write evaluation. |
| Plenary (close) | (10 min) Discuss how bias affects the reliability of text. |
| Assessment | Accurate identification of loaded words and bias. |
| Teacher notes | Critical media literacy skill. |
| Objectives | (1) draft a satisfying resolution; (2) self-edit for commas and verb tenses; (3) write final copy. |
|---|---|
| Materials | Drafts, editing checklists, final copy paper. |
| Key vocabulary | resolution, edit, revise, publish, conventions |
| Engage (starter) | (10 min) "Wrap up your story and polish it!" |
| Develop (main) | (35 min) Model writing a resolution that solves the conflict. Students draft resolution. Use checklist to self-edit for introductory commas and perfect tenses. Write final copy. |
| Plenary (close) | (10 min) Author's chair. |
| Assessment | Final narrative is engaging, well-paced, and grammatically correct. |
| Teacher notes | Publishing builds pride. |
| Objectives | (1) spell suffix words; (2) punctuate intro elements; (3) identify bias. |
|---|---|
| Materials | Review quiz. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Comma placement race. |
| Develop (main) | (35 min) Independent review quiz. Early finishers read. |
| Plenary (close) | (10 min) Grade quiz. |
| Assessment | Quiz score. |
| Teacher notes | Monitor comma usage. |