| Objectives | (1) use inference, definition, synonym, antonym clues; (2) define Tier 2 words in complex text; (3) explain strategy. |
|---|---|
| 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) format titles correctly; (2) use italics/underlining for long works; (3) use quotation marks for short works. |
|---|---|
| Materials | Rule charts, worksheets. |
| Key vocabulary | italics, underline, quotation marks, title, formatting |
| Engage (starter) | (10 min) Write a book title and a chapter title. How do we show the difference? |
| Develop (main) | (35 min) Teach rules (Books/Movies = underline; Poems/Songs/Chapters = 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 their essays. |
| Objectives | (1) identify problem/solution text structure; (2) find signal words; (3) map the text. |
|---|---|
| Materials | Informational texts, graphic organizers. |
| Key vocabulary | text structure, problem, solution, consequently, resolve |
| Engage (starter) | (10 min) "How does an author tell us how to fix something?" |
| Develop (main) | (35 min) Define structure. Identify signal words (solve, issue, as a result). Read text. Map out the problems and their corresponding solutions on a graphic organizer. |
| Plenary (close) | (10 min) Discuss findings. |
| Assessment | Accurate mapping of problem and solution relationships. |
| Teacher notes | Text structure aids comprehension. |
| Objectives | (1) write an engaging hook; (2) draft body paragraphs using PEEL structure; (3) use transitions. |
|---|---|
| Materials | Outlines, drafting paper, transition list. |
| Key vocabulary | hook, thesis, body paragraph, PEEL, transition |
| Engage (starter) | (10 min) "Grab their attention, then hit them with the facts!" |
| Develop (main) | (35 min) Review hook strategies. Students draft introduction. Review PEEL (Point, Evidence, Explanation, Link). Students draft body paragraphs using their outlines and transition words. |
| Plenary (close) | (10 min) Partner check for transitions. |
| Assessment | Draft follows outline and uses PEEL structure. |
| Teacher notes | Writing stamina required. |
| Objectives | (1) demonstrate grammar mastery (perfect tenses, conjunctions); (2) use context clues; (3) identify text structures. |
|---|---|
| Materials | Assessment booklet. |
| Key vocabulary | assessment, review |
| Engage (starter) | (10 min) Brain break and deep breaths. |
| Develop (main) | (35 min) Administer Month 2 check-in covering perfect tenses, comma usage, text structure, and vocabulary. |
| Plenary (close) | (10 min) Collect and free read. |
| Assessment | Formal rubric data. |
| Teacher notes | Evaluate readiness for Term 2 Month 3. |