| Objectives | (1) review analogy structure; (2) identify complex relationships (degree, function, characteristic); (3) solve analogies. |
|---|---|
| Materials | Analogy worksheets, whiteboards. |
| Key vocabulary | analogy, relationship, degree, function, characteristic |
| Engage (starter) | (10 min) "Warm is to hot as cool is to... freezing! That is a degree relationship." |
| Develop (main) | (35 min) Review basic analogies. Introduce complex relationships (Degree: warm/hot; Function: knife/cut; Characteristic: snow/cold). Practice solving on the board. Independent worksheet. |
| Plenary (close) | (10 min) Create original complex analogies. |
| Assessment | Accurate completion of analogies. |
| Teacher notes | Develops high-level critical logic. |
| Objectives | (1) differentiate between active and passive voice; (2) understand when to use each; (3) edit paragraphs. |
|---|---|
| Materials | Editing worksheets. |
| Key vocabulary | active voice, passive voice, subject, verb, object, clarity |
| Engage (starter) | (10 min) "Mistakes were made." Who made them? Passive voice hides the doer! |
| Develop (main) | (35 min) Review active (Subject does action) vs passive (Subject receives action). Discuss when passive is useful (when the doer is unknown/unimportant). Rewrite a passive, clunky paragraph into strong active voice. |
| Plenary (close) | (10 min) Read the revised paragraphs aloud to hear the difference in flow. |
| Assessment | Correct conversion of passive to active voice. |
| Teacher notes | Improves clarity and strength in writing. |
| Objectives | (1) identify an author's claim; (2) trace reasoning; (3) identify logical fallacies (bandwagon, ad hominem). |
|---|---|
| Materials | Argumentative editorials with flawed reasoning. |
| Key vocabulary | evaluate, claim, reasoning, sound, bias, logical fallacy, ad hominem, bandwagon |
| Engage (starter) | (10 min) "If someone says 'Everyone is buying this, so you should too', is that a good reason? No, it's the bandwagon fallacy!" |
| Develop (main) | (35 min) Read text. Outline the argument. Introduce basic logical fallacies. Write a paragraph evaluating the strength of the argument and pointing out any fallacies or extreme bias. |
| Plenary (close) | (10 min) Share evaluations. |
| Assessment | Accurate tracing of argument and identification of fallacies. |
| Teacher notes | Critical media literacy skill. |
| Objectives | (1) define counterclaim; (2) draft a counterclaim paragraph; (3) write a strong rebuttal. |
|---|---|
| Materials | Drafting paper, transition chart. |
| Key vocabulary | counterclaim, opposing view, rebut, rebuttal, argument |
| Engage (starter) | (10 min) "A good lawyer knows what the other side will say, and proves them wrong!" |
| Develop (main) | (35 min) Teach counterclaim and rebuttal structure ("Some may argue... however, this is flawed because..."). Model drafting. Students draft their counterclaim paragraph for their essay. |
| Plenary (close) | (10 min) Read counterclaims aloud. |
| Assessment | Draft includes a clear opposing view and a logical rebuttal. |
| Teacher notes | Counterclaims are essential for Grade 6 writing standards. |
| Objectives | (1) solve complex analogies; (2) fix passive voice; (3) identify fallacies. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Active/Passive whiteboard race. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check fallacy understanding. |