| Objectives | (1) review concepts; (2) select words based on desired connotation; (3) write persuasively. |
|---|---|
| Materials | Thesauruses, writing prompt. |
| Key vocabulary | connotation, denotation, nuance, tone, persuade |
| Engage (starter) | (10 min) "Write an ad for an old car. Do you call it 'used' or 'vintage'?" |
| Develop (main) | (35 min) Discuss how connotation affects persuasion. Students rewrite a neutral paragraph twice: once to give it a highly positive connotation, and once to give it a highly negative connotation, using a thesaurus. |
| Plenary (close) | (10 min) Share contrasting paragraphs. |
| Assessment | Effective manipulation of tone through word choice. |
| Teacher notes | Deep application of vocabulary skills. |
| Objectives | (1) review usage; (2) punctuate non-restrictive elements; (3) choose punctuation for stylistic effect. |
|---|---|
| Materials | Whiteboards, worksheets. |
| Key vocabulary | parentheses, dash, comma, interrupter, emphasis, style |
| Engage (starter) | (10 min) "We use commas for normal pauses. But what if you want to whisper? Or SHOUT?" |
| Develop (main) | (35 min) Review nuance: commas (neutral), parentheses (aside/whisper), dashes (emphasis/interruption). Practice rewriting sentences using all three to change the tone. Worksheet. |
| Plenary (close) | (10 min) Share examples and discuss the stylistic choice. |
| Assessment | Correct mechanical usage and understanding of effect. |
| Teacher notes | Focus on the author's stylistic choice. |
| Objectives | (1) read a text, view an infographic, listen to audio; (2) integrate info to answer a complex question; (3) synthesize findings. |
|---|---|
| Materials | Article, chart/graph, and short audio clip on one topic. |
| Key vocabulary | integrate, multimedia, synthesize, cross-reference, graphic |
| Engage (starter) | (10 min) "Welcome to the real world of research: text, data, and audio!" |
| Develop (main) | (35 min) Consume all 3 media types. Take notes on a combined organizer. Answer a synthesis question that requires evidence from at least 2 of the 3 sources. Discuss how different media presents info differently. |
| Plenary (close) | (10 min) Discuss the benefits of multimedia research. |
| Assessment | Answers utilize and correctly cite evidence from multiple formats. |
| Teacher notes | Modern literacy and research skill. |
| Objectives | (1) draft climax and resolution; (2) format dialogue correctly; (3) conclude the internal conflict. |
|---|---|
| Materials | Drafts, dialogue rule chart. |
| Key vocabulary | climax, resolution, dialogue formatting, internal conflict |
| Engage (starter) | (10 min) "Bring the tension to a peak, and resolve the character's inner struggle!" |
| Develop (main) | (35 min) Review dialogue formatting (new speaker = new paragraph). Model drafting a climax. Students finish drafting their narratives, ensuring the resolution addresses the internal conflict identified in planning. |
| Plenary (close) | (10 min) Read climax scenes aloud. |
| Assessment | Draft contains a clear resolution and correctly formatted dialogue. |
| Teacher notes | Focus on plot completion and emotional resolution. |
| Objectives | (1) identify connotation; (2) choose punctuation; (3) synthesize media. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Punctuation stylistic choice game. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check media integration skills. |