JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
This bundle of 6 products (Worksheets with Answer Key) is perfect for teaching Phrases - Noun Phrase, Verbal Phrase, Adjective Phrase, Adverb Phrase and Prepositional Phrase. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement.
After completing these exercises, the students will be able to:
Define phrases and their components.
Classify phrases as nominal, verbal, adjectival, adverbial and prepositional.
Identify the properties and features of phrases.
Identify the pattern of phrases as used in the sentences.
Exercise error identification to ensure phrases are not misplaced and dangling.
Use phrases to vary sentence patterns for meaning, reader interest and style.
This bundle includes Google Slides about:
Phrase Types: 18 Exercises
Noun or Nominal Phrase: 20 Exercises
Non-Finite Verbal Phrase: 25 Exercises
Adjective or Adjectival Phrase: 22 Exercises
Adverb or Adverbial Phrase: 25 Exercises
Prepositional Phrase: 24 Exercises
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Note: These are also sold separately!
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A powerpoint presentation of unit plans with 5 sessions on prose comprehension of a short story, “The Last Leaf” by O. Henry.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
Lesson presentation of unit plans with 5 sessions on prose comprehension of a fictional story, “Three Questions” by Leo Tolstoy.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Author and Summary of the Story
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
SESSION 5: REFERENCE TO CONTEXT
Home Learning: Comprehension Questions
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
Powerpoint presentation of unit plans with 5 sessions on prose comprehension of a fictional story, “After Twenty Years” by O. Henry.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
These bundled resources are perfect for teaching Standard English Conventions – Misplaced Modifiers and Dangling Modifiers. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Boom Cards, Google Slides, PPT and Worksheets with Answers.
After completing this unit students will be able to:
Review the common mistakes writers make by improperly placing modifiers in sentences.
Review the ambiguity not clearly stated subject of the modifier creates in a sentence.
Compare and contrast improperly placed modifier and not clearly stated subject of the modifier.
Identify the errors to ensure that all modifiers are placed as close as possible to the things that they are meant to modify.
Identify the errors to ensure that the subject of the modifier is clearly stated in the sentence.
Create new sentences ensuring modifiers are placed properly and subject of the modifiers are stated clearly.
This download includes:
Worksheets with Answers: 8 Exercises
PowerPoint Presentation: 17 Slides
Google Slides: 17 Slides
Boom Cards: 56 Digital Task Cards
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
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Save 50% on this BUNDLE!
Note: These are also sold separately!
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PowerPoint Presentation of unit plans with 5 sessions on prose comprehension of a inimitable style story, “The Woman on Platform No. 8” by Ruskin Bond.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A lesson presentation of unit plans with 5 sessions on prose comprehension of a fictional story, “The Dinner Party” by Mona Gardner.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Fictional Story: The Dinner Party by Mona Gardner
Author and Summary of the Story
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Discussion:
Setting Features (Scaffold Notes 1)
Setting Characteristics (Scaffold Notes 2)
Setting Elements (Scaffold Notes 3)
Collaborative Tasks:
Pair-Share: Vocabulary check
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Discussion:
Character Types (Scaffold Notes 5)
Character Description Adjectives Based on Senses (Scaffold Notes 6)
Character Description Guide (Scaffold Notes 7)
Adjectives to Describe Personality Traits (Scaffold Notes 8)
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Discussion:
Plot Types (Scaffold Notes 10)
Conflict Types (Scaffold Notes 11)
Plot Diagram (Scaffold Notes 12)
Plot Template (Scaffold Notes 13)
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Discussion:
Story Components (Scaffold Notes 15)
Story Analysis Guide (Scaffold Notes 16)
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
SESSION 5: REFERENCE TO CONTEXT
Discussion:
RTC Template (Scaffold Notes 18)
RTC Prompt (Scaffold Notes 19)
Collaborative Tasks:
Pair-Share: Identifying summary elements
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
Home Learning:
Comprehension Questions
Online Quizzes
Online Comprehension Passages
A lesson presentation of unit plans with 5 sessions on prose comprehension of a Shakespearean tragic-comedy, “The Winter’s Tale”.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Vocabulary Overview
Author, Introduction, and Setting
Story Summary
Shakespeare’s Time – Historical Context
Shakespeare’s Language – Writing Techniques
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Discussion:
Setting Features (Scaffold Notes 1)
Setting Characteristics (Scaffold Notes 2)
Setting Elements (Scaffold Notes 3)
Collaborative Tasks:
Pair-Share: Inferring the setting
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Discussion:
Character Types (Scaffold Notes 5)
Character Description Adjectives Based on Senses (Scaffold Notes 6)
Character Description Guide (Scaffold Notes 7)
Adjectives to Describe Personality Traits (Scaffold Notes 8)
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Discussion:
Plot Types (Scaffold Notes 10)
Conflict Types (Scaffold Notes 11)
Plot Diagram (Scaffold Notes 12)
Plot Template (Scaffold Notes 13)
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Discussion:
Story Components (Scaffold Notes 15)
Story Analysis Guide (Scaffold Notes 16)
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
SESSION 5: REFERENCE TO CONTEXT
Discussion:
RTC Template (Scaffold Notes 18)
RTC Prompt (Scaffold Notes 19)
Collaborative Tasks:
Pair-Share: Identifying summary elements
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A lesson presentation of unit plans with 5 sessions on prose comprehension of a fictional story, “The Necklace” by Guy De Maupassant.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview: Author and Summary of the Story
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Setting Features (Scaffold Notes 1)
Setting Characteristics (Scaffold Notes 2)
Setting Elements (Scaffold Notes 3)
Collaborative Tasks:
Pair-Share: Vocabulary check
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Character Types (Scaffold Notes 5)
Character Description Adjectives Based on Senses (Scaffold Notes 6)
Character Description Guide (Scaffold Notes 7)
Adjectives to Describe Personality Traits (Scaffold Notes 8)
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Plot Types (Scaffold Notes 10)
Conflict Types (Scaffold Notes 11)
Plot Diagram (Scaffold Notes 12)
Plot Template (Scaffold Notes 13)
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Story Components (Scaffold Notes 15)
Story Analysis Guide (Scaffold Notes 16)
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
SESSION 5: REFERENCE TO CONTEXT
RTC Template (Scaffold Notes 18)
RTC Prompt (Scaffold Notes 19)
Collaborative Tasks:
Think-Pair: Identifying summary elements
Pair-Share: Writing a summary
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
Powerpoint presentation of unit plans with 5 sessions on prose comprehension of a gothic fictional comedy, “The Canterville Ghost” by Oscar Wilde.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A PowerPoint Presentation of unit plans with 5 sessions on prose comprehension of a ghost story, “Harry” by Rosemary Timperley.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
This PowerPoint Presentation is perfect for teaching Grammar and Punctuation – Conventional Signs used in English Grammar. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement.
After completing this New Bloom’s Taxonomy-based lesson students will be able to:
Distinguish between punctuation marks that are used commonly in English grammar.
Identify the signs that exemplify the punctuation marks in the text.
Apply the punctuation rules to use appropriate punctuation signs in the text.
Interpret the punctuation marks used in the text and explain the author’s purpose in using them.
Identify the errors in the use of punctuation in writing and fix them.
Use punctuation marks to aid cohesion in writing; to convey specific meanings; and to add variety to writing.
Here are some other possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
“Mastering the Art of Newspaper Reporting” is a comprehensive resource designed to help students of all levels grasp the fundamentals of newspaper report composition. From the building blocks to the advanced techniques, this resource provides a structured learning experience for all. This resource provides a holistic learning experience, offering reading and writing rubrics for marking, passages for planning and writing newspaper reports, and opportunities for self-checking answers. By the end of “Mastering the Art of Newspaper Reporting,” students will be well-equipped to craft engaging, informative and professional newspaper reports.
This download includes:
Scaffolding Notes: 11 Handouts
Worksheets with Answers: 16 Exercises
Unit Lesson Plan with Resources: 23 Pages
PowerPoint Presentation: 37 Slides
Google Slides: 37 Slides
This bundle of 6 products (Lesson Plans) is perfect for teaching Information Texts - Description, Sequence, Problem-Solution, Compare-Contrast and Cause-Effect. These no prep activities would be great for ELA lessons. Your students will love these well-planned exercises that are standardised for student engagement.
This bundle includes Lesson Plans on:
Sequence - 19 Pages
Description - 19 Pages
Cause-Effect - 18 Pages
Problem-Solution - 26 Pages
Compare-Contrast - 17 Pages
Information Text - 23 Pages
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Save 50% on this BUNDLE!
Note: These are also sold separately!
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More Information Text Bundles by the same Author:
Google Slides: 6 Presentations
PowerPoint Presentations: 6 Lessons
Unit Lesson Plans: 6 Units
Worksheets with Answers: 6 Sets
Scaffolding Notes: 6 Sets
These bundled resources are perfect for teaching Spelling – Shul Sounding Suffixes -cial and -tial. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Boom Cards, Google Slides, PPT and Worksheets with Answers.
Objectives of this unit are:
To recall the spelling rules associated with shul sounding suffixes.
To understand the rules for spelling adjectives ending with the shul sound.
To apply the conventions of spelling for adding shul sounding suffixes to existing words.
To analyse the use of shul sounding suffixes and roots as clues to the meaning of a word.
To evaluate the correct use of shul sounding suffixes in forming adjectives.
To create adjectives from nouns using shul sounding suffixes.
After attempting this unit students will be able to:
Recall that the shul sound is spelt ‘-cial’ after a vowel and ‘-tial’ after a consonant.
Choose a correct shul sound (-cial or -tial) to form an adjective from a noun.
Spell words ending with the shul sound (-cial or –tial) correctly.
Use the shul sound (-cial or –tial) to form adjectives, and use nouns as clues to the meaning of adjectives.
Exercise error identification to assess the correct use of shul sound (-cial or –tial) to form adjectives.
Spell words ending with the shul sound (-cial or –tial) correctly in their own writing.
This download includes:
Worksheets with Answers: 12 Exercises
PowerPoint Presentation: 14 Slides
Google Slides: 14 Slides
Boom Cards: 36 Digital Task Cards
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
Save 50% on this BUNDLE!
Note: These are also sold separately!
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These bundled resources are perfect for teaching Spelling – Words Ending -sure or -ture. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Boom Cards, Google Slides, PPT and Worksheets with Answers.
Objectives of this unit are:
To recall the spelling rules associated with words ending with ch, sh and zh sounding suffixes.
To understand the rules for spelling nouns ending with the ch, sh and zh sound.
To apply the conventions of spelling for adding ch, sh or zh sounding suffixes to existing words.
To analyse the use of ch, sh and zh sounding suffixes and roots as clues to the meaning of a word.
To evaluate the correct use of ch, sh and zh sounding suffixes in forming nouns.
To create nouns from existing verbs/words using ch, sh and zh sounding suffixes.
After attempting this unit students will be able to:
Recall that the words ending in ‘ch’ sound are spelt ‘ture’ or ‘cher’ and ‘zh’ or ‘sh’ sounds spelt ‘sure’.
Identify the correct spelling of words ending –ture, -cher and -sure.
Spell words ending with –ture, -cher and –sure suffixes.
Use –ture, -cher and –sure suffixes to form nouns and use verbs as clues to the meaning of nouns.
Exercise error identification to ensure the correct use of –ture, -cher and –sure suffixes in forming nouns.
Spell words ending –ture, -cher and -sure correctly in my writing.
This download includes:
Worksheets with Answers: 13 Exercises
PowerPoint Presentation: 16 Slides
Google Slides: 16 Slides
Boom Cards: 41 Digital Task Cards
A lesson presentation of unit plans with 5 sessions on prose comprehension of a fictional story, “A Difficult Customer” by William Roland Lee.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Fictional Story: A Difficult Customer by William Roland Lee
Author and Summary of the Story
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Discussion:
Setting Features (Scaffold Notes 1)
Setting Characteristics (Scaffold Notes 2)
Setting Elements (Scaffold Notes 3)
Collaborative Tasks:
Pair-Share: Vocabulary check
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
Assessment: Setting Rubrics (Scaffold Notes 4)
Differentiated Tasks: Creating story setting
Plenary: Selecting best option to answer setting questions
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Discussion:
Character Types (Scaffold Notes 5)
Character Description Adjectives Based on Senses (Scaffold Notes 6)
Character Description Guide (Scaffold Notes 7)
Adjectives to Describe Personality Traits (Scaffold Notes 8)
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
Assessment: Characterization Rubrics (Scaffold Notes 9)
Differentiated Tasks: Creating characters for the story
Plenary: Selecting best option to answer characterization questions
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Discussion:
Plot Types (Scaffold Notes 10)
Conflict Types (Scaffold Notes 11)
Plot Diagram (Scaffold Notes 12)
Plot Template (Scaffold Notes 13)
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
Assessment: Plot Rubrics (Scaffold Notes 14)
Differentiated Tasks: Making a story plot
Plenary: Selecting the best option to answer plot questions
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Discussion:
Story Components (Scaffold Notes 15)
Story Analysis Guide (Scaffold Notes 16)
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
SESSION 5: REFERENCE TO CONTEXT
Discussion:
RTC Template (Scaffold Notes 18)
RTC Prompt (Scaffold Notes 19)
Collaborative Tasks:
Pair-Share: Identifying summary elements
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
A Lesson Presentation that presents Teaching Resources in Prose Comprehension. This presentation presents perfect teaching resources for 6 days that will help the teachers to walk into the classroom with ready to teach confidence as it covers all that a teacher and a student need for a Reading Comprehension lesson on Non-Fiction Texts.
This Presentation Includes:
Well Formulated, Measurable, SMART Learning Objectives and Outcomes
Overview of Vocabulary for a Prose Comprehension Lesson
Flipped Lesson Part - 4 sets of 2 Geniuses for Pre-Learning
Day 1: Setting - Wit, Guide and Prompt, Scaffolder, Rubrics, Plenary
Day 2: Characters - Humour, Guide and Prompt, Rubrics, Plenary
Day 3: Plot - Obituary, Guide and Prompt, Scaffolder, Rubrics, Plenary
Day 4: Analysis - Biography, Guide and Prompt, Rubrics, Plenary
Day 5: Summary - Quote, Guide and Prompt, Scaffolder, Rubrics, Plenary
Day 6: RTC - Interview, Guide and Prompt, Rubrics, Plenary
Lesson Plenary with Critical Thinking Questions – 3 Online Quizzes
Success Criteria for Self Evaluation - My Prose Comprehension Checklist
Home Learning for Reinforcement - Questions
Extensions to Challenge the High Achievers - Reading Comprehension Passages
Common Core Standards - ELA-LITERACY.R.6-8.1-4/6
Skills to be addressed during the Lesson - Social and Cognitive
Educational Tools and Resources - Connectives, Adjectives, Adverbs, Verbs
Teachers can use this presentation to give a complete knowledge and understanding of comprehending a story to the learners, thereby helping them to enhance their reading and comprehension skills.
A lesson presentation of unit plans with 5 sessions on prose comprehension of a Shakespearean tragedy, “King Lear”.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Vocabulary Overview
Author, Introduction, and Setting
Story Summary
Shakespeare’s Time – Historical Context
Shakespeare’s Language – Writing Techniques
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Discussion:
Setting Features (Scaffold Notes 1)
Setting Characteristics (Scaffold Notes 2)
Setting Elements (Scaffold Notes 3)
Collaborative Tasks:
Pair-Share: Inferring the setting
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Discussion:
Character Types (Scaffold Notes 5)
Character Description Adjectives Based on Senses (Scaffold Notes 6)
Character Description Guide (Scaffold Notes 7)
Adjectives to Describe Personality Traits (Scaffold Notes 8)
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Discussion:
Plot Types (Scaffold Notes 10)
Conflict Types (Scaffold Notes 11)
Plot Diagram (Scaffold Notes 12)
Plot Template (Scaffold Notes 13)
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Discussion:
Story Components (Scaffold Notes 15)
Story Analysis Guide (Scaffold Notes 16)
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
SESSION 5: REFERENCE TO CONTEXT
Discussion:
RTC Template (Scaffold Notes 18)
RTC Prompt (Scaffold Notes 19)
Collaborative Tasks:
Pair-Share: Identifying summary elements
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
A lesson presentation of unit plans with 5 sessions on prose comprehension of a Shakespearean comedy, “A Midsummer Night’s Dream”.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
Lesson Preview
Vocabulary Overview
Author, Introduction, and Summary
Shakespeare’s Time – Historical Context
Shakespeare’s Language – Writing Techniques
SESSION 1: STORY SETTING AND SETTING DESCRIPTION
Collaborative Tasks:
Pair-Share: Inferring the setting
Ask-Write: Identifying setting elements of the given story
Write-Advance: Describing the setting of the story
Assessment: Setting Rubrics (Scaffold Notes 4)
Differentiated Tasks: Creating story setting
Plenary: Selecting best option to answer setting questions
SESSION 2: STORY CHARACTERS AND CHARACTERIZATION
Collaborative Tasks:
Pair-Share: Spotting the traits of the characters in the story
Ask-Write: Identifying one of the main character’s elements in the story
Write-Advance: Making a character sketch
Assessment: Characterization Rubrics (Scaffold Notes 9)
Differentiated Tasks: Creating characters for the story
Plenary: Selecting best option to answer characterization questions
SESSION 3: STORY PLOT AND PLOT DEVELOPMENT
Collaborative Tasks:
Pair-Share: Identifying plot elements of the story
Ask-Write: Identifying plot description elements in the story
Write-Advance: Developing the plot of the story
Assessment: Plot Rubrics (Scaffold Notes 14)
Differentiated Tasks: Making a story plot
Plenary: Selecting the best option to answer plot questions
SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION
Collaborative Tasks:
Pair-Share: Identifying story elements by answering questions
Ask-Write: Identifying story elements of the story
Write-Advance: Making a critical appreciation of the story
Assessment: Story Analysis Rubrics (Scaffold Notes 17)
Differentiated Tasks: Writing a story
Plenary: Selecting the best option to answer story components questions
SESSION 5: REFERENCE TO CONTEXT
Collaborative Tasks:
Pair-Share: Identifying summary elements
Ask-Write: Identifying RTC elements for the given lines
Write-Advance: Explaining the line with reference to context
Assessment: RTC Rubrics (Scaffold Notes 20)
Differentiated Tasks: Finding the context of the famous quotes
Plenary: Answering with reference to context
