A ready to use lesson plan that presents teaching and learning resources on article writing. After completing this lesson, the students will be able to: Recall article writing techniques. Apply authorial technique to write articles. Analyse author’s use of language and the impact of it in writing an article. Demonstrate command of the conventions of article in writing. This download includes: Vocabulary Overview - Articles, Features, News Story Real Life Application and Cross-Curriculum Links Flipped Lesson Part - Videos Success Criteria - Article Writing Checklist Lesson Starter: Matching the topics with the titles. Discussion: Article Writing Tips Structure of a Feature Article Features of a Feature Article Collaborative Tasks: Pair-Share: Analyzing a feature to spot the parts of an article. Think-Write: Providing the paragraphs with suitable topic sentences. Write-Share: Choosing a topic to write an article. Mini-Plenary: 2 Online Quizzes Assessment Rubrics Differentiated Tasks: Demonstrating article writing skill. Extensions: Writing prompts to write articles to health magazines. Plenary: Answering multiple choice questions on article writing. Home Learning: Identifying the structural elements of a news story. Thinking of creative titles for the given short articles. Matching the given first paragraphs with the topic sentences. Thinking of an appropriate conclusion to given paragraphs. Common Core Standards: ELA-Literacy-Writing - 6-8.1a-e/4/7 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

A unit lesson plan with 6 sessions on teaching and learning resources of synonyms and antonyms based on New Bloom’s Taxonomy. After completing this unit students will be able to: Use the relationship between synonyms and antonyms to understand each words. Demonstrate understanding of words by relating them to their opposites: antonym types. Interpret and verbalise pictures of synonyms and antonyms. Find and present similarities and differences between synonyms and antonyms. Test and decide the appropriate use of synonyms and antonyms. Create new sentences using synonyms and antonyms. This download includes: EXERCISE 1: Match the terms (1-5) with their meanings (A-E). EXERCISE 2: Watch the video (Antonyms and Synonyms) and find antonyms and synonyms for the following words. EXERCISE 3: Think of a synonym and antonym for the words in the middle column. EXERCISE 4: Think of graded, complementary and relational antonyms for each of the word in the list. EXERCISE 5: Interpret and verbalise pictures of synonyms. EXERCISE 6: Interpret and verbalise pictures of antonyms. EXERCISE 7: Find and present similarities and differences between synonyms and antonyms (Part 1). EXERCISE 8: Find and present similarities and differences between synonyms and antonyms (Part 2). EXERCISE 9: Find and present similarities and differences between synonyms and antonyms (Part 3). EXERCISE 10: Test and decide the appropriate use of synonyms and antonyms (Part 1). EXERCISE 11: Test and decide the appropriate use of synonyms and antonyms (Part 2). EXERCISE 12: Create new sentences using synonyms and antonyms. Follow the rubrics. EXERCISE 13: Match the given words with their synonyms from the box. EXERCISE 14: Match the following words with their antonyms from the box. EXERCISE 15: Tell whether each pair of words are synonyms or antonyms. EXERCISE 16: Select the word that best completes the sentence. EXERCISE 17: Use Synonyms and Antonyms to answer questions as denoted by the BINGO lines.

A lesson plan that presents teaching and learning resources on diary writing. After completing this lesson, the students will be able to: Develop an understanding of diary entry. Acquire imaginative skills and techniques required for diary entry. Use sequences of sentences and paragraphs that are linked smoothly to demonstrate knowledge of diary entry. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Diary, Chronicler, Journal Flipped Lesson Part - Video - Diary Entry Engaging and Creative Lesson Starter – Same Answer Success Criteria - Diary Entry Checklist Scaffolding Notes - Diary Writing Format Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Mini-Plenary with Critical Thinking Questions – 3 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - 5 Online Exercises Plenary to Assess Learning Outcomes - Diary Entry Features Home Learning for Reinforcement – 4 Task Cards Common Core Standards - ELA-LITERACY.W.6-8.3abcde/4 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Adverbs, Verbs, Adjectives, Connectives Teachers can use these resource to teach the students to make a diary entry, thereby helping them to enhance their writing skills. 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 unit lesson plan with 6 sessions on teaching and learning resources of noun types based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING: Explain the basic function of nouns in general sentences. SESSION 2 - UNDERSTANDING: Explain the extended function of nouns in general sentences. SESSION 3 - APPLYING: Form and use regular and irregular plural nouns. SESSION 4 - ANALYSING: Infer and grasp the meaning of noun types. SESSION 5 - EVALUATING: Explain the function of nouns in particular sentences. SESSION 6 - CREATING: Demonstrate command of the conventions of Standard English grammar and usage when writing. This download includes: FLIPPED LESSON: VIDEO – Kinds of Nouns Scaffolding Notes 1: Vocabulary Overview SESSION 1: REMEMBERING EXERCISE 1: List the basic noun types with their functions and examples. Scaffolding Notes 2: Basic Noun Types SESSION 2: UNDERSTANDING EXERCISE 2: List the extended noun types with their functions and examples. Scaffolding Notes 3: Extended Noun Types SESSION 3: APPLYING EXERCISE 3: List irregular plural noun types with examples. Scaffolding Notes 4: Irregular Plural Nouns SESSION 4: ANALYSING EXERCISE 4: Interpret and verbalise pictures of nouns referring to their type and identity. SESSION 5: EVALUATING EXERCISE 5: Identify the functions of nouns as used in the sentences. SESSION 6: CREATING EXERCISE 6: Use nouns as subjects, direct objects, indirect objects, objects of prepositions, predicate nominatives and object complements. DIFFERENTIATION EXERCISE 7: Demonstrate the mastery of using noun types in writing. Scaffolding Notes 5: Noun Types Rubrics PLENARY: EXERCISE 8: Answer the following questions to test your knowledge of noun types (Part 1). EXTENSIONS: EXERCISE 9: Answer the following questions to test your knowledge of noun types (Part 2). HOME LEARNING EXERCISE 10: Answer the following questions to test your knowledge of noun types (Part 3). EXERCISE 11: Answer the following questions to test your knowledge of noun types (Part 4). EXERCISE 12: Answer the following questions to test your knowledge of the functions of the noun types. EXERCISE 13: Break the noun types down by the sense you use to experience each of them with examples. EXERCISE 14: Identify the nouns in each sentence and state the noun types. EXERCISE 15: Identify the nouns and state their identity: person, animal, place, thing or idea. EXERCISE 16: Identify the nouns in each sentence and state the function they serve. EXERCISE 17: Rewrite the following sentences, replacing underlined-nouns with a proper noun. Each new noun should reflect the same idea or subject as the underlined noun. You may need to change some words, such as a, an, the, delete or add adjectives.

A unit lesson plan with 6 sessions on teaching and learning resources of informal letter writing based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING: Recognise and retrieve the key elements of an informal letter. SESSION 2 - UNDERSTANDING: Interpret and classify the authorial techniques in an informal letter. SESSION 3 - APPLYING: Implement and execute informal letter writing techniques. SESSION 4 - ANALYSING: Explore and demonstrate the knowledge of informal letters in writing. SESSION 5 - EVALUATING: Check and critique a sample informal letter. SESSION 6 - CREATING: Compose and produce the final informal letter. This download includes: FLIPPED LESSON: Video - How to write an informal letter LESSON STARTER: List the differences between formal and informal letters – use VENN DIAGRAM to spot the similarities as well. SESSION 1: REMEMBERING - RECOGNISE-RETRIEVE EXERCISE 1: Find, list and label the structure and features of an informal letter. Scaffolding Notes 1: Structure and Features of Informal Letter SESSION 2: UNDERSTANDING - INTERPRET-CLASSIFY EXERCISE 2: Explain the use of the language, the vocabulary and the impact of it in an informal letter. Scaffolding Notes 2: Impact of Language and Vocabulary in an Informal Letter Scaffolding Notes 3: Use of Language in an Informal Letter SESSION 3: APPLYING - IMPLEMENT-EXECUTE EXERCISE 3: Use a planning frame to arrange a sample informal letter. Scaffolding Notes 4: Planning Frame of an Informal Letter SESSION 4: ANALYSING - EXPLORE-DEMONSTRATE EXERCISE 4: Use the writing organiser to organise a draft of a sample informal letter. Scaffolding Notes 5: Informal Letter Writing Organiser SESSION 5: EVALUATING - CHECK-CRITIQUE EXERCISE 5: Use the checklist and the rubric to evaluate each other’s work. EXERCISE 6: Use the PQP and TAG technique to peer-review with constructive feedback. Scaffolding Notes 6: Informal Letter Checklist Scaffolding Notes 7: PQP and TAG Techniques SESSION 6: CREATING - COMPOSE-PRODUCE EXERCISE 7: Use a prompt, integrate the feedback and write an informal letter. Scaffolding Notes 8: Informal Letter Prompt DIFFERENTIATION: EXERCISE 8 - Write a letter to people known following the INFORMAL LETTER FORMAT. Scaffolding Notes 9: Informal Letter Rubrics PLENARY: EXERCISE 9 - Answer the given questions to demonstrate your knowledge of the informal letter. HOME LEARNING: EXERCISE 10: Use Letter Generator to write a letter to your friend telling him/her how you spent your holidays. EXERCISE 11: Letters to favourite persons, friends and relatives. 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 Unit Lesson Plan is perfect for teaching Grammar - Active and Passive Voice. 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 attempting these New Bloom’s Taxonomy-based activities students will be able to: Identify and define the structure of a sentence when verbs are active and passive. Group and order tense forms into active and passive verbs. Form and use verbs in the active and passive voice. Analyse verb tenses to determine whether constructions rely on active or passive voice. Recognise and correct inappropriate shifts in verb voice. Produce and present well-written sentences with appropriate active and passive verbs. 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 More Grammar Resources by the same Author: Active and Passive Voice Direct and Indirect Speech Subject-Verb Agreement Standard English Conventions Grammatical Cases Verbals Moods of Verbs

This Unit Plan is perfect for teaching Phrases - Noun or Nominal Phrase. 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 attempting these New Bloom’s Taxonomy-based activities students will be able to: Define phrases and their components. Define noun phrases and their components. Determine the purpose for which noun phrases are used in sentences. Identify the patterns of noun phrases in sentences. Exercise error identification to ensure that the modifiers in noun phrases are placed correctly and they are not dangling. Use noun phrases to vary sentence patterns for meaning, reader interest and style. 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 unit set of worksheets with answers on direct and indirect speech with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: ROVING REPORTER: In your groups you will be recreating a TV news broadcast for event of the day, week, month or year like school assembly, teacher’s day, world peace day, literacy day, children’s day, environment day, world earth’s day, world book day or … EXERCISE 2: Identify the structure of the sentences when verbs are in the direct and indirect speech. EXERCISE 3: Answer these questions to test your understanding of the key terms used to understand direct and indirect speech. EXERCISE 4: Give examples to show how the adverbs of nearness in direct speech change into those of distance in indirect. Give examples to show the changes in modal verbs from direct speech to indirect. EXERCISE 5: Answer these questions to test your understanding of the changes seen in adverbs when converting direct into indirect speech. EXERCISE 6: Answer these questions to test your understanding of the changes seen in modal verbs when converting direct into indirect speech. EXERCISE 7: Give examples to show how the pronouns in direct speech change when in indirect. EXERCISE 8: Answer these questions to test your understanding of the changes seen in pronouns when converting direct into indirect speech. EXERCISE 9: Give examples for the rules followed in changing functional sentences from direct to indirect speech. Scaffolding Notes 6: Rules for Converting Functional Sentences from Direct to Indirect Speech EXERCSIE 10: Apply the rules of reported speech and verbalise the following visuals into direct and indirect speech. EXERCISE 11: Choose the one alternative which best expresses the given sentences in either direct or indirect speech. EXERCISE 12: Attempt the quiz to test your understanding of the rules followed for converting functional sentences from direct to indirect speech. EXERCISE 13: Give examples to show the tense changes from direct speech into indirect. EXERCISE 14: Answer these questions to test your understanding of the changes seen in tenses when converting direct into indirect speech. EXERCISE 15: Evaluate the correct use of punctuation in direct and indirect speech – Part 1. EXERCISE 16: Evaluate the correct use of punctuation in direct and indirect speech – Part 2. EXERCISE 17: Use narrative techniques, such as dialogue to develop experiences, events and characters. EXERCISE 18: Convert the following statements into indirect speech. EXERCISE 19: Punctuate the following to put them in direct speech. EXERCISE 20: Convert ‘Yes’ or ‘No’ type questions to indirect speech. EXERCISE 21: Choose - enquired, wondered, asked, told or said - to convert the following dialogues to indirect speech. EXERCISE 22: Convert the following ‘WH’ questions to indirect speech. EXERCISE 23: Write the following dialogues in direct speech and then complete the sentences to put them in indirect.

A ready to use unit lesson plan that presents teaching and learning resources of a grammar lesson on subject-verb agreement based on New Bloom’s Taxonomy. After completing this unit students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the terms (1-10) with their meanings (A-J). EXERCISE 2: Identify subjects and verbs as used in the given sentences. SESSION 2: UNDERSTANDING EXERCISE 3: Watch the video - Subject-VerbAgreement - to fill in the correct form of the verbs in the brackets. EXERCISE 4: List and explain the basic rules of subject-verb agreement with examples. SESSION 3: APPLYING EXERCISE 5: Supply an appropriate linking verb that agrees with the subject in each of the sentences and the visuals. EXERCISE 6: Examine and discover the agreement of subject and verb in a sentence – Part 1. EXERCISE 7: Examine and discover the agreement of subject and verb in a sentence – Part 2. SESSION 4: ANALYSING EXERCISE 8: Explain the organisation of subject and verb in a sentence pattern. SESSION 5: EVALUATING EXERCISE 9: Verify and correct the mistaken subject and deceptive agreement – Part 1. EXERCISE 10: Verify and correct the mistaken subject and deceptive agreement – Part 2. SESSION 6: CREATING EXERCISE 11: Create and compose new sentence patterns with subject-verb concordance. DIFFERENTIATION: EXERCISE 12: Demonstrate the mastery of the use of subject-verb agreement in writing. ASSESSMENT CRITERIA: Subject-Verb Agreement Rubrics HOME LEARNING: EXERCISE 13: Correct the errors in subject-verb agreement in the following paragraph. EXERCISE 14: Circle the correct verb in each of the sentences. 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

Ready to use WORKSHEETS WITH ANSWER KEY on teaching and learning resources of a spelling lesson on prefixes and suffixes based on New Bloom’s Taxonomy. After working with these worksheets students will be able to: Match the terms associated with prefixes and suffixes with their meanings. Add prefixes and suffixes to high frequency and other studied words. Create new words with common prefixes and suffixes based on their meanings. Use prefixes and suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes and suffixes in forming new words. Create new word patterns with words beginning and ending in common affixes and frame sentences. This download includes: EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). EXERCISE 2-3: Match the PREFIXES and SUFFIXES with their MEANINGS. EXERCISE 4-5: Tick the correct option to find meaning for the common prefixes and suffixes. EXERCISE 6: Watch the video – Prefixes and Suffixes - and answer the following questions. EXERCISE 7-10: Create new words with each of the prefixes based on their meaning. EXERCISE 11-14: Create new words with each of the suffixes based on their meaning. EXERCISE 15-16: Create new words with common prefixes and suffixes used in Mathematics, Science and Social Studies Curriculum. EXERCISE 17-19: Add both prefixes and suffixes to root words to create new words. Take note of the letters to be dropped, added or doubled when creating new words. EXERCISE 20: Interpret and verbalise the graphics by adding prefixes or suffixes to the root words. EXERCISE 21-23: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1-3. EXERCISE 24-28: Use suffixes to form words and use roots as clues to the meaning of new words – Part 1-5. EXERCISE 29-30: Assess and evaluate the correct use of prefixes and suffixes in forming new words – Part 1-2. EXERCISE 31: Demonstrate the mastery of using PREFIXES AND SUFFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes and suffixes as suggested by the RUBRICS. RUBRICS: Prefixes and Suffixes Rubrics EXERCISE 32-33: Choose the correct prefix and suffix to fill in the blanks. EXERCISE 34-35: Make words using the given prefixes and suffixes to go with the meaning. EXERCISE 36: List all the words from the following extract that are in the following pattern - prefix-root word-suffix.

A lesson plan that presents teaching and learning resources on reading strategies: skimming, scanning, and close reading. After completing this lesson, the students will be able to: Distinguish between skimming, scanning and close reading. Skim and scan texts to locate information. Obtain specific information through detailed reading. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Skimming, Scanning, Close Reading Flipped Lesson Part - Video - Skimming and Scanning Engaging and Creative Lesson Starter – Image Information Success Criteria - Skim Scan Read Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Reading Strategies, S-S-R Chart Mini-Plenary with Critical Thinking Questions – 3 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - Exercise Plenary to Assess Learning Outcomes - Heads Together Home Learning for Reinforcement – 4 Task Cards Common Core Standards - ELA-LITERACY.RI.6-8.1-4/6 Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this resource to teach the students how to comprehend, thereby helping them to enhance their reading skills. 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 Presentation on CURRICULUM MAPPING-ESL-KS3 organized for quick referencing. This Presentation Includes: 1. Cambridge Curriculum Programme 2. Curriculum Mapping - Year 7 & 8 3. Topic-Based Learning - Year 7 & 8 Teachers can use this presentation as a ready reference material to prepare their syllabus break up for the entire year for year 7 and 8 keeping in mind all the skills - reading, writing, speaking and listening - based on National Curriculum of England.

Embark on a comprehensive instructional journey to master the intricacies of summary writing for the Cambridge IGCSE with this specialised guide. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, this resource provides a step-by-step approach to achieving various objectives across cognitive domains such as Remembering, Understanding, Applying, Analysing, Evaluating, and Creating. Objectives: This guide is meticulously crafted to aid students in accomplishing key objectives in summary writing. From recalling essential information and grasping main ideas to applying knowledge to creating a coherent summary, students will also develop skills in analysing source texts, evaluating information quality, and ultimately crafting concise and well-structured summaries. Starters: Kickstart the learning process with engaging activities. Match the dos of summary writing with their corresponding reasons and explore the don’ts with their explanations to steer clear of common pitfalls. This interactive session sets the foundation for a deeper comprehension of effective summary writing. Scaffolders: Providing crucial support, this resource includes writing prompts focusing on content and planning frames concentrating on structural aspects. These scaffolders guide students in organising their thoughts and building a solid foundation for their summaries.

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.

This unit lesson plan is perfect for teaching Adjectives - Degrees of Comparison. These no prep activities would be great for ELA lessons. Your students will love these exercises that are carefully planned for student engagement. Objectives of this lesson are: To recognise and recall adjectives: degrees of comparison. To describe and explain adjectives: degrees of comparison. To use rules of using adjectives: degrees of comparison. To draw links between degrees of adjectives for comparison. To justify the right use of adjectives: degrees of comparison. To produce descriptions using adjectives: degrees of comparison. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Identify the positive, comparative and superlative degree of adjectives. Identify the degree of comparison of the given adjectives in the given sentence. Form and use comparative and superlative adjectives to modify nouns. Change the degree of comparison of an adjective without changing the meaning of the sentence. Identify the errors to ensure the right use of adjectives based on their degrees of comparison. Choose between comparative and superlative adjectives depending on what is to be modified.

“Mastering Descriptive Writing: A Cambridge IGCSE Guide” is an invaluable resource designed to help students navigate the intricacies of the Cambridge IGCSE writing curriculum. Employing a scaffolded approach, this guide is meticulously aligned with Bloom’s Taxonomy and Common Core Standards for Writing, ensuring comprehensive coverage of objectives and success criteria across various cognitive domains. The resource aims to foster proficiency in Remembering, Understanding, Applying, Analysing, Evaluating, and Creating, providing a well-rounded foundation for students to excel in descriptive writing. Objectives: The guide encompasses a series of objectives, meticulously crafted to foster a deep understanding of descriptive writing. From recalling key elements to creating a descriptive piece that meets specific criteria, students will progress through levels of comprehension and application. The objectives cover a spectrum of cognitive domains, ensuring a holistic development of writing skills. Scaffolders: To facilitate the learning process, the guide includes effective scaffolders. These scaffolders include a focused writing prompt that directs attention to the content of the description and a planning frame that aids in structuring the description. These tools provide students with the necessary support to build a strong foundation in descriptive writing.

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.

A unit lesson plan with 6 sessions on teaching and learning resources of formal letter writing based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING: Recognise and retrieve the key elements of a formal letter. SESSION 2 - UNDERSTANDING: Interpret and classify the authorial techniques in a formal letter. SESSION 3 - APPLYING: Implement and execute formal letter writing techniques. SESSION 4 - ANALYSING: Explore and demonstrate the knowledge of formal letters in writing. SESSION 5 - EVALUATING: Check and critique a sample formal letter. SESSION 6 - CREATING: Compose and produce the final formal letter. This download includes: FLIPPED LESSON: Video - Know the Rules of Formal Letter Writing LESSON STARTER: List the differences between Formal and Informal Letters – use VENN DIAGRAM to spot the similarities as well. SESSION 1: REMEMBERING - RECOGNISE-RETRIEVE EXERCISE 1: Find, list and label the structure and features of a formal letter. Scaffolding Notes 1: Structure and Features of Formal Letter SESSION 2: UNDERSTANDING - INTERPRET-CLASSIFY EXERCISE 2: Explain the use of the language, the vocabulary and the impact of it in a formal letter. Scaffolding Notes 2: Impact of Language and Vocabulary in a Formal Letter Scaffolding Notes 3: Author’s use of Language in a Formal Letter SESSION 3: APPLYING - IMPLEMENT-EXECUTE EXERCISE 3: Use a planning frame to arrange a sample formal letter. Scaffolding Notes 4: Planning Frame of a Formal Letter SESSION 4: ANALYSING - EXPLORE-DEMONSTRATE EXERCISE 4: Use the template to organise a draft of a sample formal letter. Scaffolding Notes 5: Formal Letter Template SESSION 5: EVALUATING - CHECK-CRITIQUE EXERCISE 5: Use the checklist and the rubric to evaluate each other’s work. EXERCISE 6: Use the PQP and TAG technique to peer-review each other’s work with constructive feedback. Scaffolding Notes 6: Formal Letter Checklist Scaffolding Notes 7: PQP and TAG technique SESSION 6: CREATING - COMPOSE-PRODUCE EXERCISE 7: Integrate the feedback and write a formal letter. Scaffolding Notes 8: Formal Letter Prompt DIFFERENTIATION: EXERCISE 8 - Write a letter to people unknown following the FORMAL LETTER FORMAT. Scaffolding Notes 9: Formal Letter Rubrics PLENARY: EXERCISE 9 - Answer the given questions to demonstrate your knowledge of the formal letter on Kahoot. HOME LEARNING: EXERCISE 10: Use Letter Generator to write a letter to your Class Teacher telling him/her how you spent your holidays. EXERCISE 11: Letters of Persuasion EXERCISE 12: Letters of Request EXERCISE 13: Letters of Complaints and Responses EXERCISE 14: Letters of Social Business

The Persuasive Speech Writing Toolkit offers a scaffolded approach, guiding students through the intricacies of crafting compelling speeches covering Cambridge IGCSE curriculum requirements. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, this resource encompasses a wide range of objectives and success criteria across multiple cognitive domains. It addresses Remembering, Understanding, Applying, Analysing, Evaluating, and Creating, ensuring a comprehensive learning experience. This toolkit is designed to help students: Recall key elements of persuasive speech writing. Demonstrate comprehension of explicit and implicit meanings in persuasive texts. Apply knowledge by creating introductory and concluding paragraphs. Analyse persuasive speeches, evaluating their effectiveness. Evaluate speeches based on specified criteria. Create persuasive speeches that effectively articulate thoughts. Scaffolders: Providing essential support, the toolkit includes writing prompts and sentence frames, offering a scaffolded approach to guide students at each stage of persuasive speech writing.

Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, “Journal Entry” is a resource designed to help students excel in the Cambridge IGCSE curriculum. It covers a spectrum of objectives and success criteria, focusing on Remembering, Understanding, Applying, Analysing, Evaluating and Creating. After completing this lesson, students will be able to: Recall and list key details and facts from a given text in a journal entry. Demonstrate an understanding of implicit meanings and attitudes conveyed in the text through a journal entry. Apply the knowledge gained from the text to real-world scenarios or personal experiences in a journal entry. Analyse facts, ideas and opinions from the text, demonstrating a deep understanding of the journal entry. Evaluate the text critically, assessing its strengths and weaknesses in journal entries. Create an original response in a journal entry, synthesising information from the text and expressing personal thoughts. This download includes: The resource provides a scaffolded approach, ensuring students master the Cambridge IGCSE curriculum requirements.