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

A package of 10 worksheets and task cards on using rhetorical devices in a speech. This resource includes: Finding rhetorical devices from a word search. Identifying PUN element in texts. Identifying examples of pathos, logos, and ethos. Identifying rhetorical devices used by renowned orators. Demonstrating the knowledge of rhetorical devices in writing. Analyzing the speeches of famous orators for rhetorical devices. 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 resource that contains 10 worksheets with answers to Spellings. It includes worksheets on identifying, providing, and correct usage of correct Spellings in writing. Teachers can use these to enhance the vocabulary and language skills of the learners in their writing. ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈ Here are some possible uses for these in your classroom: ✿ Early Finishers ✿ Tutoring ✿ Sub Tubs ✿ ESL Stations/Centres ✿ Holiday Work ✿ Small Group Collaborations ✿ End of Unit Quick Assessments ✿ Homework ✿ Reinforcement ✿ Enrichment

A set of 25 task cards and exercises on prose comprehension of a ghost story, “Harry” by Rosemary Timperley. After working with these worksheets students will be able to: Spot the setting elements and describe the setting. Name the characters and make a character sketch. Discover the plot elements and develop the plot. Analyse the text to make a critical appreciation. Examine the lines from the text with reference to context. This resource includes: (EXERCISE 1) Vocabulary check (EXERCISE 2) Identifying setting elements of the given story (EXERCISE 3) Describing the setting of the story (EXERCISE 4) Answering application-based questions (EXERCISE 5) Selecting the best option to answer setting questions (EXERCISE 6) Spotting the traits of the characters in the story (EXERCISE 7) Identifying one of the main character’s elements in the story (EXERCISE 8) Making a character sketch of the main character (EXERCISE 9) Making character sketch of all the characters (EXERCISE 10) Selecting the best option to answer characterization questions (EXERCISE 11) Identifying plot elements of the story (EXERCISE 12) Identifying plot description elements in the story (EXERCISE 13) Developing the plot of the story (EXERCISE 14) Making a story plots (EXERCISE 15) Selecting the best option to answer plot questions (EXERCISE 16) Identifying story elements by answering questions (EXERCISE 17) Identifying story elements of the story (EXERCISE 18) Making a critical appreciation of the story (EXERCISE 19) Writing a story (EXERCISE 20) Selecting the best option to answer story components questions (EXERCISE 21) Identifying summary elements (EXERCISE 22) Writing a summary using the template (EXERCISE 23) Explaining the line with reference to the context (EXERCISE 24) Finding the context of the famous quotes (EXERCISE 25) Selecting the best option to answer inferential 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

A package of 11 worksheets with answers on reading persuasive texts. This resource includes exercises on: Identifying persuasive text types. Identifying characteristic language of persuasive texts. Reading comprehension of persuasive texts. Demonstrating knowledge of persuasive texts in writing. Reading persuasive texts to find meaning. Teachers can use these task cards to enhance the reading and writing skills of the learners. 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

A ready to use PowerPoint presentation that presents teaching and learning resources of simple sentence structure based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Recall the properties of sentences with examples. Identify the parts of simple sentences with examples. Think of simple sentences to go with the given pictures. Implement the properties of simple sentences to discover their structure. Assess and verify the correct use of simple sentence patterns in writing. Create simple sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. Scaffolding Notes 2: Phrase-Clause-Sentence Chart EXERCISE 2: Identify the properties of sentences in the given examples. Scaffolding Notes 3: Parts of a Sentence EXERCISE 3: Identify the parts of sentences. EXERCISE 4: Identify the parts of a simple sentence with examples. Scaffolding Notes 4: Features of a Simple Sentence EXERCISE 5: Answering questions to demonstrate the knowledge of sentence structure. EXERCISE 6: Think of a simple sentence to go with each picture. EXERCISE 7: Implement the properties of simple sentences to discover their structure. Scaffolding Notes 5: Structure of a Simple Sentence EXERCISE 8: Answer the following to recognise variations in sentence structure as used in writing. EXERCISE 9: Assess and verify the correct use of simple sentence patterns in writing. EXERCISE 10: Create simple sentences with the given sentence structure and pattern. EXERCISE 11: Demonstrate the mastery of the use of simple sentence structure in writing. Scaffolding Notes 6: Sentence Structure Rubrics EXERCISE 12: Identify the following as phrase, clause and sentence. EXERCISE 13: Identify subject and predicate from the given sentences. EXERCISE 14: Identify the subjects and verbs then decide whether the verbs are transitive or intransitive. EXERCISE 15: Put each group of words together in a sentence. EXERCISE 16: Complete each sentence by adding either a subject or a predicate.

A ready to use unit lesson plan that presents teaching and learning resources of a spelling lesson on homophones, homographs and homonyms based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Watch the video: What are Homophones, Homographs and Homonyms? to compare and contrast homophones, homographs and homonyms. Use sound, meaning and spelling as criteria to differentiate. Use “similar” and “different” to identify the difference. EXERCISE 2: Match the WORD TYPES (1-3) with their DEFINITIONS (A-C). EXERCISE 3: Identify the given set of words as homophones, homographs and homonyms. EXERCISE 4: Look for pair of words that are homophones, homographs and homonyms to go with the pictures. EXERCISE 5: Analyse the words “lead” and “led” in the given sentence examples. Find their meaning as used in the sentences (MEANING). Decide if they are used as noun or verb (PARTS OF SPEECH). Identify if they sound similar or different (SOUND). Say whether they are used as homophones, homographs or homonyms (WORD TYPES). EXERCISE 6: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 1. EXERCISE 7: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 2. EXERCISE 8: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 1. EXERCISE 9: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 2. EXERCISE 10: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 1. EXERCISE 11: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 2. EXERCISE 12: Evaluate the sentences and identify the errors in the use of homophones, homographs and homonyms. EXERCISE 13: Frame sentences for each of the homophones, homographs and homonyms to go with the given meanings. EXERCISE 14: Identify the homophones used in the pair of sentences and give their meanings based on the context they are used. EXERCISE 15: Look for homophones which have been used incorrectly then write the correct spelling. EXERCISE 16: Complete each sentence by choosing the correct homophone. EXERCISE 17: Choose the correct homophone. EXERCISE 18: Read the story below. Look for homophones which have been used incorrectly. Cross them out, and write the correct spelling of the homophones which should have been used. EXERCISE 19: Identify the homographs used in the pair of sentences and say what parts of speech is the word used as homograph. Then choose the right option that gives the meaning of homographs: A or B.

Ready to use worksheets with marking scheme on teaching and learning resources of suffixes. After solving these worksheets students will be able to: Match the terms associated with suffixes with their meanings. Add suffixes to high frequency and other studied words. Create new words with common suffixes based on their meanings. Use suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes in forming new words. Create new word patterns with words beginning and ending in common suffixes and frame sentences. This download includes: EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). EXERCISE 2: Match the SUFFIXES with their MEANINGS. EXERCISE 3: Tick the correct option to find meaning for the common suffixes. EXERCISE 4: Create new words with each of the Greek suffixes based on their meaning. EXERCISE 5: Create new words with each of the noun suffixes based on their meaning. EXERCISE 6: Create new words with each of the adjective suffixes based on their meaning. EXERCISE 7: Create new words with each of the verb and adverb suffixes based on their meaning. EXERCISE 8: Create new words with common suffixes used in Mathematics, Science and Social Studies Curriculum. EXERCISE 9: Interpret and verbalise the graphics by adding suffixes to the root words. EXERCISE 10: Use suffixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 11: Use suffixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 12: Use suffixes to form words and use roots as clues to the meaning of new words – Part 3. EXERCISE 13: Use suffixes to form words and use roots as clues to the meaning of new words – Part 4. EXERCISE 14: Use suffixes to form words and use roots as clues to the meaning of new words – Part 5. EXERCISE 15: Assess and evaluate the correct use of suffixes in forming new words. EXERCISE 16: Demonstrate the mastery of using SUFFIXES in writing. Focus on remembering, understanding, analysing and creating of suffixes as suggested by the RUBRICS. RUBRICS: Suffixes Rubrics EXERCISE 17: Choose the correct suffix to fill in the blanks: -less, -ment, -ing, -ly, -able. EXERCISE 18: Make words using the given suffixes to go with the meaning.

These Worksheets with Answer Key are perfect for teaching Punctuation – Colons and Semicolons. 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. This Download Includes: EXERCISE 1: Consider the functions of colons and semicolons to identify the signs that exemplify the punctuation marks in the text. EXERCISE 2: Watch the video – How to Apply Colons and Semi-colons – to complete the following table with required details for colons and semicolons. EXERCISE 3: Compare and contrast colons and semicolons to find similarities and differences between them. EXERCISE 4: Select the correct option to identify the appropriate use of colons and semicolons. EXERCISE 5: Use colons to introduce mail and email references; to separate numerical expressions; and to join a clause that explains. EXERCISE 6: Use colons to introduce a series of items in a list and to introduce a quote. EXERCISE 7: Use semicolons to separate items in a series containing internal punctuation. EXERCISE 8: Use semicolons to join two independent clauses and to precede a transition in a sentence. EXERCISE 9: Use colons and semicolons to aid cohesion in writing; to convey specific meanings; and to add variety to writing. EXERCISE 10: Give an example each for the use of colons based on the rules given. EXERCISE 11: Give an example each for the use of semicolons based on the rules given. EXERCISE 12: Join each sentence pair using a semicolon. EXERCISE 13: Fill in the missing colons in the following sentences. EXERCISE 14: Re-write these sentences using a semi-colon to replace the connectives. EXERCISE 15: Re-write these sentences using a connective to replace the semi-colon.

These Worksheets with Answers are perfect for teaching Sensory Imagery – Auditory, Visual, Olfactory, Gustatory and Tactile. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. This Download Includes: EXERCISE 1: Match the imagery types (1-5) with their meaning (A-E). EXERCISE 2: Fill in the blanks to check your understanding of the meaning of imagery types. EXERCISE 3: Match the imagery types (1-5) with the images (A-E) they represent. EXERCISE 4: Watch the video – What is Imagery? – and state what sense the author is appealing to in the following sentences. EXERCISE 5: Identify the imagery type used in the following sentences. EXERCISE 6: Identify the sensory imagery (visual, auditory, olfactory, tactile and gustatory) used in the following description. EXERCISE 7: Answer the following questions to identify the imagery types. EXERCISE 8: Answer the questions to state what sense is being appealed to in the following instances. EXERCISE 9: Answer the following questions to identify the word-images created by sensory imagery. EXERCISE 10: Answer the following questions to identify the instances where imagery is used with other figures of speech. EXERCISE 11: Identify the type of imagery used and state how. EXERCISE 12: Follow the PEE (Point-Evidence-Explain) model to analyse the poet’s use of imagery in the poems. EXERCISE 13: Follow the PEEL model to explain the reader impact of the use of imagery in the poems. EXERCISE 14: Describe the following images to create word-images. Follow the instructions and use the given descriptors. EXERCISE 15: Use the given descriptive vocabulary to describe the beach. EXERCISE 16: Use your knowledge of IMAGERY TYPES to write on one of the following. Follow the rubrics. EXERCISE 17: Describe the image taking into account what you see, hear, feel, taste and smell. Use your imagination to comment on what you would be seeing, hearing, touching, tasting and feeling. Make sure you use at least five each sensory words from the list for every sense.

These Worksheets with Answer Key are perfect for teaching Clauses - Noun or Nominal Clause. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. This Download Includes: EXERCISE 1: Match the terms with their meaning. EXERCISE 2: Answer the given questions to demonstrate your knowledge of noun clauses. EXERCISE 3: Watch the video – Noun Clauses – and analyse the following examples to identify noun clauses, conjunctions, subjects, verbs, what the noun clauses function as and the substitution principle. EXERCISE 4: Identify the pronouns, adverbs and expletives used to introduce noun clauses. EXERCISE 5: Use appropriate noun clause starters in sentences. EXERCISE 6: Review the properties of noun clauses and identify the elements from the examples. EXERCISE 7: Answer the given questions to demonstrate your understanding of the properties of noun clauses. EXERCISE 8: Name the given nouns (visuals) in sentences, then expand them to noun phrases and noun clauses that are equivalent to the nouns. EXERCISE 9: Replace nouns with noun phrases or noun clauses. EXERCISE 10: Fill in the blanks with appropriate noun clauses. EXERCISE 11: Identify the noun clauses in the sentences based on their functions. EXERCISE 12: Identify the type of noun clauses used in the sentences. EXERCISE 13: Identify the functions of noun clauses as used in the sentences. EXERCISE 14: Give examples for the type of noun clauses. EXERCISE 15: Identify the function of noun clauses. EXERCISE 16: Identify the noun clauses in the given sentences – Part 1 and 2. EXERCISE 17: Change the questions to noun clauses. EXERCISE 18: Exercise error identification to ensure that the noun clauses are used correctly in sentences. EXERCISE 19: Add noun clauses after verbs or expressions that show importance or urgency. EXERCISE 20: Write about any one of the following to demonstrate the mastery of the use of noun clauses in writing. EXERCISE 21: Identify the noun clauses, subjects and verbs/phrasal verbs. EXERCISE 22: Identify the noun clauses and state the purpose they serve. Find out the question – what and who(m) - they answer. EXERCISE 23: Split the complex sentences that contain noun clauses into two separate sentences.

These Scaffolding Notes are perfect for teaching how to write a formal letter. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After taking the help of these scaffolders, your students will be able to: Identify the structure and features of a formal letter. Identify the author’s technique in a formal letter. Plan a formal letter based on the given format. Write the first draft of a formal letter. Peer evaluate a formal letter with constructive feedback. Integrate the peer feedback and write a final draft. This download includes: SN 1: Sample Formal Letter SN 2: Structure and Features of a General Formal Letter SN 3: Structure and Features of a Persuasive Formal Letter SN 4: Sample Persuasive Letter SN 5: Author’s Techniques SN 6: Planning Frame SN 7: Sample Plan SN 8: Draft Template SN 9: Draft Prompt SN 10: Checklist and Rubrics SN 11: Rubrics

Embark on a journey to master the Cambridge IGCSE writing curriculum with this comprehensive guide tailored for students. This resource provides a scaffolded approach to skillfully navigate the intricacies of writing a magazine report, aligning seamlessly with Bloom’s Taxonomy and Common Core Standards for Writing. It encompasses a spectrum of objectives and success criteria spanning Remembering, Understanding, Applying, Analysing, Evaluating, and Creating, ensuring a holistic learning experience. Objectives: This writing guide sets clear objectives, guiding students through each cognitive domain. From recalling and identifying key information to synthesising original, engaging, and coherent newspaper reports, the resource covers a range of skills. Students will comprehend implicit meanings, analyse facts and opinions, and evaluate the effectiveness of ideas, all contributing to the creation of well-rounded and well-supported newspaper reports. Scaffolders: Facilitating the learning process, the resource incorporates effective scaffolders. A focused writing prompt ensures attention to the report’s content, while a structured sentence frame guides students in organising their thoughts and ensuring a logical report structure.

Embark on a comprehensive journey through narrative writing with this Cambridge IGCSE Writing Guide. This resource offers a scaffolded approach, expertly designed to guide students in mastering the curriculum requirements. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, it encompasses a variety of objectives and success criteria across cognitive domains, ensuring a well-rounded development of writing skills. Objectives: This guide aims to achieve various objectives, fostering a deep understanding of narrative writing. Students will recall and identify key elements, demonstrate comprehension of narrative principles, apply skills in creating cohesive stories, analyse narratives for effectiveness, assess writing quality, and ultimately generate original and impactful narrative pieces. Scaffolders: To facilitate the learning process, this resource provides essential scaffolders. These include a writing prompt focusing on story content, a planning frame emphasising story structure, and a plot diagram highlighting narrative plot development.

Embark on a journey through the nuances of language with this resource, “Exploring Literary Sound Devices: A Scaffolded Approach.” This meticulously designed guide helps students understand and apply literary sound devices such as alliteration, assonance, consonance, sibilance, onomatopoeia, repetition and rhyme. Aligned with Bloom’s Taxonomy and Common Core Standards for Reading Literature, this resource caters to various cognitive domains, offering a comprehensive and structured learning experience. Objectives: This resource encompasses a broad spectrum of objectives to enhance students’ proficiency in literary sound devices. From recalling and identifying these devices to comprehending their meanings and purposes, the objectives extend to analysing, evaluating and ultimately applying this knowledge to interpret texts and create original works. The multifaceted approach ensures a thorough understanding of the subject matter.

A lesson plan that presents teaching and learning resources on using rhetorical devices in a speech. After completing this lesson, the students will be able to: Acquire knowledge of the rhetorical devices used in speech. List comparison-sound-linguistic devices, figures of speech, and compositional techniques with examples. Analyse the speeches of renowned orators for rhetoric devices. Demonstrate the use of varied rhetoric devices in speech writing. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Rhetoric, Rhetorical Devices, Linguistic Devices Flipped Lesson Part - Video - Rhetorical Devices Engaging and Creative Lesson Starter – Word Search Success Criteria - Rhetorical Devices Checklist Scaffolding Notes - Rhetorical Devices Lists Collaborative Group Tasks – Pair-Speak, Think-Speak, Write-Speak Mini-Plenary with Critical Thinking Questions – 4 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - 3 Online Exercises Plenary to Assess Learning Outcomes - Listening Triangles Home Learning for Reinforcement – 4 Worksheets with Answers Common Core Standards - ELA-LITERACY.SL.11-12.1a/2-6 Skills to be addressed during the Lesson - Social and Cognitive 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 unit plan with 3 sessions on poetry comprehension – The Road Not Taken by Robert Frost. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poem and Summary (Scaffold Notes 1) Poet, Introduction, and Setting (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Paraphrasing the poem to its literal meaning (Exercise 1) Ask-Write - Inferring the character of the speaker (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Planning to write poems (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Poetic Devices Prompts (Scaffold Notes 11) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification of poetic devices (Exercise 7) Write-Advance - Explanation of the poetic devices (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 12) Differentiated Tasks - Creating poems (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Explanation Prompts for Figures of Speech (Scaffold Notes 15) Collaborative Group Tasks: Pair-Share - Summarizing the meaning (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 16) Differentiated Tasks - Presenting answers in poem form (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Comprehension Questions (Exercise 16) Online Quizzes - 4 Online Comprehension Passages - 4 Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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

“Unlocking the Art of Magazine Article Writing” is the ultimate PowerPoint Presentation designed to equip students with the skills and knowledge to excel in crafting engaging and impactful magazine articles. This resource follows Bloom’s Taxonomy and aligns with the Common Core Standards for ELA-Literacy in Writing. It provides a step-by-step approach to becoming a proficient magazine article writer, covering various key aspects.

“Mastering the Art of Newspaper Reporting” is a comprehensive PowerPoint Presentation 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.

These Worksheets with Answer Key are perfect for teaching Definite and Indefinite Articles – ‘A’, ‘An’ and ‘The’. These no prep activities would be great for ELA lessons. Your students will love these challenging exercises that are well-designed for student engagement. This download includes: EXERCISE 1: Match the terms (1-6) with their meaning (A-F). EXERCISE 2: Answer the following questions. List the uses (2 uses) of the articles ‘a’ and ‘an’ used before nouns singular in number. List the uses (5 uses) of the article ‘the’ used before nouns singular or plural in number. Describe the exceptions (2 exceptions) connected with the articles ‘a’ and ‘an’. EXERCISE 3: Identify the words from the examples that show the uses of indefinite articles. EXERCISE 4: Identify the words from the examples that show the uses of definite article. EXERCISE 5: Identify the words from the examples that show the uses of no article. EXERCISE 6: Identify the articles, definite (the), indefinite (a and an) and no article (Ø), as used for countable and uncountable nouns. EXERCISE 7: Add the indefinite articles (a or an) to determine each of these words. EXERCISE 8: Use a noun to name each picture. Think of an indefinite article to go before the noun. EXERCISE 9: Fill in the blanks with correct articles (a, an and the) or zero article (Ø). EXERCISE 10: Insert either ‘a’ or ‘an’ in each space so that the sentences make sense. EXERCISE 11: Complete the following sentences using either definite or indefinite articles. EXERCISE 12: Choose the correct articles to determine the nouns or adjectives. EXERCISE 13: Identify the usage of definite and indefinite articles in given sentences. EXERCISE 14: Identify the usage of definite article in the given sentences. EXERCISE 15: Identify the given sentences that are correct or incorrect in the use of an article or no article. EXERCISE 16: Write a sentence about each picture and include ‘a,’ ‘an’ and ‘the’. EXERCISE 17: Attempt any one of the activities to demonstrate your mastery in using articles in writing. EXERCISE 18: Fill in the blanks with suitable articles. EXERCISE 19: Choose a correct article in each sentence. EXERCISE 20: State the usage of the definite articles in the sentences. EXERCISE 21: Use indefinite articles - a or an to fill in the blanks. EXERCISE 22: Circle the indefinite articles and underline the definite article. EXERCISE 23: Circle the indefinite articles and underline the definite article used in the six little stories. EXERCISE 24: Identify the articles used in the 14 hilarious laws.