| Objectives | (1) define affixes; (2) deduce word meanings; (3) build vocabulary. |
|---|---|
| Materials | Affix anchor chart, dictionaries. |
| Key vocabulary | affix, anti-, -logy, -phobia, against, study of, fear |
| Engage (starter) | (10 min) "Biology, geology, zoology. What does '-logy' mean?" |
| Develop (main) | (35 min) Define affixes (anti=against, logy=study of, phobia=fear). Brainstorm words for each. Students use dictionaries to define 6 words containing these affixes and write sentences. |
| Plenary (close) | (10 min) Share sentences and definitions. |
| Assessment | Correct usage of affixed words in sentences. |
| Teacher notes | Builds advanced academic vocabulary. |
| Objectives | (1) differentiate between sentence types; (2) identify clauses and conjunctions; (3) vary sentence structure. |
|---|---|
| Materials | Sentence sorting cards. |
| Key vocabulary | simple, compound, complex, clause, conjunction, variety |
| Engage (starter) | (10 min) Read a paragraph of only simple sentences. Discuss why it sounds robotic. |
| Develop (main) | (35 min) Review independent/dependent clauses, FANBOYS, and AWUBIS. Sort sentence cards into the 3 types. Revise a "robotic" paragraph by combining sentences to create variety. |
| Plenary (close) | (10 min) Share revised paragraphs. |
| Assessment | Accurate identification and creation of varied sentence structures. |
| Teacher notes | Crucial for improving writing style/flow. |
| Objectives | (1) identify elements of drama (cast, stage directions, dialogue); (2) understand how a play is meant to be performed; (3) infer character motivation. |
|---|---|
| Materials | A short one-act play script. |
| Key vocabulary | drama, script, cast, stage directions, dialogue, act, scene |
| Engage (starter) | (10 min) "How is reading a script different from reading a novel?" |
| Develop (main) | (35 min) Define elements. Assign roles and read the play aloud. Discuss the purpose of stage directions (italics/brackets). Answer comprehension questions inferring character motivation based on dialogue and actions. |
| Plenary (close) | (10 min) Discuss how acting out the play helps understanding. |
| Assessment | Accurate identification of drama elements and character inference. |
| Teacher notes | Connects to oral language and performance. |
| Objectives | (1) plot a complex narrative arc; (2) develop multi-dimensional characters; (3) plan pacing and conflict. |
|---|---|
| Materials | Advanced story arc graphic organizers. |
| Key vocabulary | narrative, character development, plot, conflict, pacing, climax |
| Engage (starter) | (10 min) "A good story has internal and external conflict. What does that mean?" |
| Develop (main) | (35 min) Discuss pacing and conflict types (Character vs Self, Character vs Nature, etc.). Students choose a prompt. Fill out the story arc, detailing both the physical events and the character's internal emotional journey. |
| Plenary (close) | (10 min) Peer review story arcs for conflict depth. |
| Assessment | Organizer contains a well-paced plot and internal/external conflict. |
| Teacher notes | Grade 6 narratives should move beyond simple "and then this happened" structures. |
| Objectives | (1) define affixes; (2) identify sentence types; (3) locate stage directions. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Sentence type flyswatter game. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice (scripts). |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check sentence variety understanding. |