A lesson presentation with 3 sessions on poetry comprehension – A Thing of Beauty by John Keats. 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: Summary, Poet and Introduction (Scaffold Notes 1) Poem and Summary (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 - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Listing things of beauty and things of pain (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (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) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Answering questions with short answers (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (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 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering inferential questions (Exercise 16) 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

Unit plans with 3 sessions on poetry comprehension – Tyger Tyger (The Tiger) by William Blake. 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: Poet and Introduction (Scaffold Notes 1) Poem and Summary (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 - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Writing lines to match with given questions (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (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) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Comparing two poems - The Tiger and The Lamb (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (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 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering inferential questions (Exercise 16) Answering MCQs (Exercise 17) 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

A set of 10 worksheets with answers of 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: EXERCISE 1: Find, list and label the structure and features of an informal letter. EXERCISE 2: Explain the use of the language, the vocabulary and the impact of it in an informal letter. EXERCISE 3: Use a planning frame to arrange a sample informal letter. EXERCISE 4: Use the writing organiser to organise a draft of a sample informal letter. 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. EXERCISE 7: Use a prompt, integrate the feedback and write an informal letter. EXERCISE 8 - Write a letter to people known following the INFORMAL LETTER FORMAT. EXERCISE 9 - Answer the given questions to demonstrate your knowledge of the informal letter. EXERCISE 10: 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

A unit of worksheets with 6 sessions on teaching and learning resources of pronoun types based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING: Recall and list pronoun types. SESSION 2 - UNDERSTANDING: Infer and grasp the meaning of pronoun types. SESSION 3 - APPLYING: Apply and demonstrate the accurate knowledge of pronoun types. SESSION 4 - ANALYSING: Analyse and infer the placement of pronoun types in sentences. SESSION 5 - EVALUATING: Assess and evaluate the use of pronoun types in sentences. SESSION 6 - CREATING: Create and compose new sentence patterns with pronoun types. This download includes: EXERCISE 1: Name and define the pronoun types with examples. EXERCISE 2: Interpret and verbalise pictures of pronouns using the listed pronouns. EXERCISE 3: Discover and ensure that pronouns are in the proper case - subjective, objective and possessive - in relation to the person, number and gender in the pronoun signs. EXERCISE 4: Investigate and identify vague pronouns: ones with unclear or ambiguous antecedents. EXERCISE 5: Recognize and correct inappropriate shifts in pronoun number and case. EXERCISE 6: Produce and present well-written sentences with appropriate pronoun types. EXERCISE 7: Demonstrate the mastery of using PRONOUN TYPES in writing. EXERCISE 8: Answer the following questions to test your knowledge of pronoun types. EXERCISE 9: Fill in the blanks with appropriate pronouns from the box. EXERCISE 10: Rewrite the following paragraph using pronouns. EXERCISE 11: Identify pronouns from the following sentences and state their types. EXERCISE 12: Identify the type of pronouns in RED from the sentences given below. EXERCISE 13: Fill in the blanks with the type of pronoun mentioned in the brackets. EXERCISE 14: Fill in the blanks with interrogative pronouns - what, which, who, whom, whose – as specified. EXERCISE 15: Rewrite the following paragraph, substituting an appropriate pronoun for each italicized word or group of words.

A lesson plan that presents teaching and learning resources on comic strips creations. After completing this lesson, the students will be able to: Apply the conventions of comic strips. Analyse the features of comic strips. Develop comic strips to depict story-related to a specific event. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Comic Strip, Word Balloon Flipped Lesson Part - Video - How to Make a Comic Strip Engaging and Creative Lesson Starter – Comic Characters Success Criteria - Comic Strip Checklist Scaffolding Notes - Comic Essentials and Elements, Comic Template 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 - Comic Creator Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 4 Task Cards Common Core Standards - ELA-LITERACY.W.8,3b/RL.8.4/L.8.4a Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Adverbs, Verbs, Adjectives Teachers can use this resource to teach the students to design comic strips, thereby helping them to enhance their 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 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 lesson plan that presents teaching and learning resources on picture story writing. After completing this lesson, the students will be able to: Recall story elements and genre features. Review and evaluate pictures for a story. Use sensory images to move from picture to story. Compose a story based on what you perceive in the picture. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Plot, Moral, Point of View Flipped Lesson Part - Video - Picture Perception Story Engaging and Creative Lesson Starter – Picture Worth 1000 Words Success Criteria - Picture Story Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Genre Features, Story Template Mini-Plenary with Critical Thinking Questions – 2 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - Picture Chart Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 4 Task Cards Common Core Standards - ELA-LITERACY.W.6-8.3abcde/5/10 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adverbs, Verbs, Adjectives Teachers can use this resource to teach the students how to write a picture story, 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 lesson plan that presents teaching and learning resources on digital storytelling. After completing this lesson, the students will be able to: Know and use a process for creating a digital story. Select and use appropriate digital tool(s). Understand how to use a Storyboard to build and organize your story elements. Participate in constructive peer feedback to improve the end product to be shared. Create an original story with different media elements. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Plot, Moral, Point of View Flipped Lesson Part - Video - Digital Story Engaging and Creative Lesson Starter – Generate Creative Writing Prompts Success Criteria - Digital Storytelling Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Digital Storytelling Elements Mini-Plenary with Critical Thinking Questions – 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 - PEEL Technique Home Learning for Reinforcement – 5 Task Cards Common Core Standards - ELA-LITERACY.W.8.3abcde/5/10 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adverbs, Verbs, Adjectives Teachers can use this resource to teach the students how to use cumulative sentences in their writing, 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 ready to use unit lesson plan that presents teaching and learning resources of a poetry comprehension of the poem, “The Highwayman” by Alfred Noyes based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Find the meaning of certain expressions in the poem. Write a brief summary of each stanza of the poem. Use textual clues to prepare and answer the comprehension questions. Use specified criteria to find poetry elements of the poem. Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language and sound devices in the poem. Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language and sound poetic devices in the poem. This download includes: EXERCISE 1: Match the meanings (A-Z) with the expressions (1-26) they refer to. EXERCISE 2: Find meanings of certain expressions: words and phrases in the poem. EXERCISE 3: Determine meanings of words and phrases as they are used in the poem. EXERCISE 4: Analyse the development of vocabulary over the course of the text. EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza. EXERCISE 6: Determine the central idea of the poem and analyse its development. EXERCISE 7: Match the different feelings (1-6) Bess would have at different points during the story with the time and the reason (A-H) she feels these different emotions. EXERCISE 8: Use textual clues to answer the comprehension questions – Part 1. EXERCISE 9: Use textual clues to answer the comprehension questions – Part 2. EXERCISE 10: Use textual clues to answer the comprehension questions – Part 3. EXERCISE 11: Use the specified criteria to find poetry elements of the poem. EXERCISE 12: Analyse the impact of specific word choices. EXERCISE 13: Answer questions to check your understanding of poetry elements. EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of comparison poetic devices in the poem. EXERCISE 15: Answer the questions to check your understanding of comparison poetic devices used in the poem. EXERCISE 16: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of sound poetic devices in the poem. EXERCISE 17: Answer the questions to check your understanding of sound poetic devices used in the poem. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of figurative language in the poem. EXERCISE 19: Answer the questions to check your understanding of the figurative language used in the poem. EXERCISE 20: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the comparison poetic devices used in the poem. EXERCISE 21: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the sound poetic devices used in the poem. EXERCISE 22: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the figures of speech used in the poem. EXERCISE 23: Use the guide to describe the character of the highwayman based on what you learn in the poem.

A ready to use set of worksheets with answers that present teaching and learning resources of a grammar lesson on clause types based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Identify the independent and dependent clauses from each of the given sentences. List the features of dependent and independent clauses. Identify the functions of clauses in specific sentences. Examine the placement of clauses in a sentence pattern. Verify and correct misplaced and dangling modifiers. Create sentences with the given sentence structure and pattern. This download includes: EXERCISE 1: Identify the independent and dependent clauses from each of the examples. EXERCISE 2: List the features of dependent and independent clauses. EXERCISE 3: Answer the given questions to test your knowledge of clauses. EXERCISE 4: Identify the functions of clauses in general sentences. EXERCISE 5: Identify the function of clauses in specific sentences. EXERCISE 6: Identify the features of clauses in general and their function in specific sentences. EXERCISE 7: Identify the placement of clauses and label their features in compound sentences. EXERCISE 8: Examine the structure and pattern of clauses in compound sentences. EXERCISE 9: Identify the placement of clauses and label their features in complex sentences. EXERCISE 10: Examine the structure and pattern of clauses in complex sentences. EXERCISE 11: Assess and verify the correct placement of clauses in compound sentences. EXERCISE 12: Assess and verify the correct placement of clauses in complex sentences. EXERCISE 13: Create sentences with the given clause placement patterns. EXERCISE 14: Demonstrate the mastery of the use of clauses in writing. EXERCISE 15: Complete each of the sentence with meaningful independent clause. EXERCISE 16: Split each of these sentences into two clauses. EXERCISE 17: Complete each of the sentence with either independent or dependent clause. EXERCISE 18: Identify the independent and dependent clause in each of the sentence. EXERCISE 19: Identify either the independent or the dependent clause as directed.

Ready to use worksheets with answers that present teaching and learning resources of complex sentence structure based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Identify the functions of subordinating conjunctions. Identify the features of complex sentences. Use subordinating conjunctions to introduce a clause or link two clauses. Implement the features of complex sentences to discover their structure. Assess and verify the correct use of complex sentence patterns in writing. Create complex sentences with the given sentence structure and pattern. This download includes: EXERCISE 1: Identify the subordinating conjunctions from the examples. EXERCISE 2: Identify the functions of subordinating conjunctions. EXERCISE 3: Identify the subordinators from the given examples. EXERCISE 4: Identify how the subordinating conjunctions are used in the sentences. EXERCISE 5: Identify the features of complex sentences. EXERCISE 6: Think of a complex sentence to go with each given picture. EXERCISE 7: Identify the functions of clauses in general and their function in specific sentences – Part 1. EXERCISE 8: Identify the function of clauses in general and their function in specific sentences – Part 2. EXERCISE 9: Identify the function of clauses in general and their function in specific sentences – Part 3. EXERCISE 10: Implement the properties of complex sentences to discover their structure. EXERCISE 11: Examine the structure and the pattern of the complex sentences. EXERCISE 12: Assess and verify the correct use of sentence patterns in writing. EXERCISE 13: Create complex sentences with the given sentence structure and pattern. EXERCISE 14: Demonstrate the mastery of the use of complex sentence structure in writing. EXERCISE 15: Complete the sentences with meaningful clauses. EXERCISE 16: Identify the main and subordinate clauses. EXERCISE 17: Place commas wherever necessary. EXERCISE 18: Join the sentences by using subordinators: when, where, if, although, because, since, while. EXERCISE 19: Split the following complex sentences into simple sentences. EXERCISE 20: Rewrite the following simple sentences as complex sentences. EXERCISE 21: Rewrite the following complex sentences as compound sentences.

Interactive, self-grading and paperless boom cards on teaching and learning resources of compound-complex sentence structure based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Identify the functions of coordinating and subordinating conjunctions. Identify the features of compound-complex sentences. Use coordinating and subordinating conjunctions to link two clauses. Implement the features of compound-complex sentences to discover their structure. Assess and verify the correct use of compound-complex sentence patterns in writing. Create compound-complex sentences with the given sentence structure and pattern. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. 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 about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

A compact review of compound-complex sentence structure organised for quick referencing. After completing this lesson, the students will be able to: Identify the functions of coordinating and subordinating conjunctions. Identify the features of compound-complex sentences. Use coordinating and subordinating conjunctions to link two clauses. Implement the features of compound-complex sentences to discover their structure. Assess and verify the correct use of compound-complex sentence patterns in writing. Create compound-complex sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview Scaffolding Notes 2: Functions of Coordinating Conjunctions Scaffolding Notes 3: Functions of Subordinating Conjunctions Scaffolding Notes 4: Features of Compound-Complex Sentences Scaffolding Notes 5: Structure of a Compound-Complex Sentence Scaffolding Notes 6: Sentence Structure Rubrics 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 that presents teaching and learning resources on note taking. After completing this lesson, the students will be able to: Identify the importance and usefulness of note-taking skills. Evaluate the accuracy and efficiency of various note-taking strategies. Prepare notes from lectures, texts, videos, and activities. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Note Taking, Reading Flipped Lesson Part - Video - Note Taking Methods Engaging and Creative Lesson Starter – Guess the WALT Success Criteria - Note Taking Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Rules, 5 R’s, Format, Abbreviations 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 - Note Taker Plenary to Assess Learning Outcomes - The Plenary Dice Home Learning for Reinforcement – 5 Task Cards Common Core Standards - ELA-LITERACY.RI.9-12.1-3/W.9-12.4 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives Teachers can use this resource to teach the students to take notes, thereby helping them to enhance their reading and 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 relative clauses based on New Bloom’s Taxonomy. This download includes: VIDEO – Relative Clauses Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: List the properties of relative clauses and give examples. Scaffolding Notes 2: Properties of Relative Clauses EXERCISE 2: Classify relative clauses based on their functional placement and give examples. Scaffolding Notes 3: Classification of Relative Clauses based on Functions EXERCISE 3: Implement the properties of relative clauses to discover their structure. Scaffolding Notes 4: Structure of Relative Clauses EXERCISE 4: Explain the organization of relative clauses in sentence patterns. EXERCISE 5: Identify the misplaced modifiers and dangling modifiers then suggest corrections. Scaffolding Notes 5: Misplaced and Dangling Modifiers EXERCISE 6: Place clauses within a sentence, recognizing and correcting misplaced and dangling modifiers - Part 1. EXERCISE 7: Place clauses within a sentence, recognizing and correcting misplaced and dangling modifiers - Part 2. EXERCISE 8: Use relative clauses to convey specific meanings and add variety and interest to writing. EXERCISE 9: Demonstrate the mastery of the use of relative clauses in writing. Focus on the use of key elements, functions, structure, sentence patterns, misplaced and dangling modifiers as suggested by the RUBRICS. Scaffolding Notes 6: Relative Clauses Rubrics EXERCISE 10: Identify the relative clauses used in the sentences. EXERCISE 11: Answer the given questions to demonstrate your knowledge of relative clauses. EXERCISE 12: Answer the given questions to demonstrate command of the conventions of relative clauses. EXERCISE 13: Decide the type of relative clauses used in sentences based on their functions. EXERCISE 14: Classify the type of relative clauses used in sentences based on their functions. EXERCISE 15: Identify the use of relative clauses based on their function. EXERCISE 16: Identify relative pronouns or adverbs referring to people, objects, animals, time, place and reason. EXERCISE 17: Relative clause quiz. EXERCISE 18: Rewrite the following sentences with relative clauses into two independent clauses. EXERCISE 19: Combine the sentences using either relative pronouns or relative adverbs. EXERCISE 20: Identify the relative clause, the relative pronouns/adverbs, the subject, the verb and the question it answers.

A unit lesson plan with 6 sessions on teaching and learning resources of writing a biography based on New Bloom’s Taxonomy. This download includes: Video: Writing Biographies Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a biography and an autobiography. Use the Interactive Venn Diagram to record the difference between autobiography and biography. Scaffolding Notes 2: Biography vs Autobiography Chart EXERCISE 2: Identify the sentences that answer the given questions to show the structure and features of a sample biography. Scaffolding Notes 3: Question Prompts for Biography EXERCISE 3: Determine the author’s use of narrative language and techniques for the given sample biography – Part 1. EXERCISE 4: Determine the author’s use of narrative language and techniques for the given sample biography – Part 2. EXERCISE 5: DIFFERENTIATION - Demonstrate your knowledge of writing a biography by attempting any one of the following tasks. Focus on content, ideas, organization, voice, word choice, vocabulary, sentence structure and conventions as suggested by rubrics. Scaffolding Notes 4: Writing a Biography Rubrics EXERCISE 6: Follow either the graphic organizer or Bio Cube to plan a biography on a chosen person. Scaffolding Notes 5: Biography Graphic Organiser Use Bio Cube from Cube Creator to develop an outline of a person whose biography you want to write. Use specific prompts to describe a person’s significance, background and personality. EXERCISE 7: Follow the biography structure to organise the first draft of a planned biography on the chosen person. Scaffolding Notes 6: Biography Structure EXERCISE 8: Use the checklist to evaluate each other’s work with constructive feedback. Scaffolding Notes 7: Biography Checklist EXERCISE 9: Use the rubrics to evaluate each other’s work with constructive feedback. Scaffolding Notes 8: Biography Rubrics EXERCISE 10: Follow the teacher instructions and student feedback to write the final draft of the drafted biography. Write your own biography and publish it on Writing with Writers. Scaffolding Notes 9: Sample Biography – Helen Keller Scaffolding Notes 10: Transitions – Connective Words Scaffolding Notes 11: Adjective Types and Adverb Types Scaffolding Notes 12: Active Verbs Scaffolding Notes 13: Sentence Types Select Biographies and Memoirs and list them under the headings based on people whose work was in sports, science, engineering, the arts and anything else that may grab a student passing by the table. EXERCISE 11: Read an extract from the biography of Albert Einstein and answer the comprehension questions. EXERCISE 12: Online Exercise: English ESL Biography Worksheets

A unit set of scaffolding notes with 6 sessions on teaching and learning resources of writing a biography based on New Bloom’s Taxonomy. This download includes: Scaffolding Notes 1: Vocabulary Overview Scaffolding Notes 2: Biography vs Autobiography Chart Scaffolding Notes 3: Question Prompts for Biography Scaffolding Notes 4: Writing a Biography Rubrics Scaffolding Notes 5: Biography Graphic Organiser Scaffolding Notes 6: Biography Structure Scaffolding Notes 7: Biography Checklist Scaffolding Notes 8: Biography Rubrics Scaffolding Notes 9: Sample Biography – Helen Keller Scaffolding Notes 10: Transitions – Connective Words Scaffolding Notes 11: Adjective Types and Adverb Types Scaffolding Notes 12: Active Verbs Scaffolding Notes 13: Sentence Types 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