| Objectives | (1) define analogy; (2) identify word relationships (synonym, antonym, part/whole, cause/effect); (3) complete analogies. |
|---|---|
| Materials | Analogy worksheets, whiteboards. |
| Key vocabulary | analogy, relationship, comparison, logic |
| Engage (starter) | (10 min) "Shoe is to foot as glove is to... hand!" |
| Develop (main) | (35 min) Teach analogy format (A : B :: C : D). Discuss relationship types. Practice solving on the board, identifying the relationship first. Independent worksheet. |
| Plenary (close) | (10 min) Create original analogies for the class to solve. |
| Assessment | Accurate completion of analogies. |
| Teacher notes | Develops critical logic and vocabulary skills. |
| Objectives | (1) identify inappropriate shifts in pronoun number and person; (2) edit sentences to ensure consistency. |
|---|---|
| Materials | Editing worksheets. |
| Key vocabulary | pronoun shift, agreement, person, number, consistent |
| Engage (starter) | (10 min) "If a student studies, you will pass." Find the error. |
| Develop (main) | (35 min) Teach consistency rules (1st/2nd/3rd person; singular/plural). Practice finding shifts and rewriting sentences on the board. Worksheet practice. |
| Plenary (close) | (10 min) Review worksheet answers. |
| Assessment | Correct editing of pronoun shifts. |
| Teacher notes | Common writing error; requires close editing. |
| Objectives | (1) find the central idea of an informational text; (2) explain how details develop the idea; (3) write an objective summary. |
|---|---|
| Materials | Informational articles, graphic organizers. |
| Key vocabulary | central idea, key details, convey, develop, objective summary |
| Engage (starter) | (10 min) "Central idea is the main point the author wants you to remember." |
| Develop (main) | (35 min) Read article. Use graphic organizer to state central idea and list 3 specific details that develop it. Write an objective summary without personal opinions. |
| Plenary (close) | (10 min) Share summaries. |
| Assessment | Summary is objective and captures the central idea and key details. |
| Teacher notes | Focus on how details build the idea over the course of the text. |
| Objectives | (1) understand argumentative writing; (2) write a clear claim; (3) draft introduction. |
|---|---|
| Materials | Prompt lists, outlining paper. |
| Key vocabulary | argumentative, claim, evidence, introduction, thesis, hook |
| Engage (starter) | (10 min) "Argumentative uses logic and evidence. Persuasive uses emotion. Be a lawyer!" |
| Develop (main) | (35 min) Introduce prompt (e.g., "Should cell phones be banned in schools?"). Discuss writing a formal claim. Draft the introduction paragraph (Hook, Background, Claim). |
| Plenary (close) | (10 min) Peer review claims. |
| Assessment | Claim is clear, debatable, and formal. |
| Teacher notes | Focus on logical tone, not emotional pleading. |
| Objectives | (1) complete analogies; (2) fix pronoun shifts; (3) state central idea. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Analogy rapid-fire. |
| Develop (main) | (35 min) Independent review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check grammar understanding. |