A unit plan with 3 sessions on poetry comprehension – Dragon Dance by Max Fatchen. 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, Introduction, and Summary (Scaffold Notes 1) Poet Information (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 mood of the poem (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Comprehending the 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 and explanation of poetic devices (Exercise 7) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 12) Differentiated Tasks - Poetry Comprehension (Exercise 8) Plenary – Answering poetic devices questions (Exercise 9) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Collaborative Group Tasks: Ask-Write - Identification of annotation elements (Exercise 10) Write-Advance - Annotating the lines of the poem (Exercise 11) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Presenting answers in poem form (Exercise 12) Plenary - Answering multiple choice questions (Exercise 13) Home Learning: 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

A unit lesson presentation on poetry comprehension with resources for 6 sessions on teaching and learning of the poem “The Giantess” by Carol Ann Duffy based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING - Determine the meaning of words and phrases as they are used in the text. SESSION 2 - UNDERSTANDING - Determine the theme or central idea of the text and analyse its development. SESSION 3 - APPLYING - Determine the figurative and connotative meanings of the words and phrases in the text. SESSION 4 - ANALYSING - Analyse the impact of specific word choices on meaning and tone. SESSION 5 - EVALUATING - Identify what the text says both explicitly and implicitly with inferences drawn from it. SESSION 6 - CREATING - Cite the textual evidence that most strongly supports an analysis of what the text says. This download includes: FLIPPED LESSON PART - POEM - The Giantess by Carol Ann Duffy LESSON STARTER EXERCISE 1 - Interpret and verbalise the pictures of metaphors in the poem. SESSION 1: REMEMBERING EXERCISE 2 - What do the following expressions mean in the poem? SESSION 2: UNDERSTANDING EXERCISE 3 - Read the poem and briefly summarize the meaning of each stanza: SESSION 3: APPLYING EXERCISE 4 - Identify the figures of speech in the poem and say how they are used. SESSION 4: ANALYSING EXERCISE 5 - Identify the poetry elements of the poem. SESSION 5: EVALUATING EXERCISE 6 - Answer the figurative language questions. SESSION 6: CREATING EXERCISE 7 - Answer the questions to demonstrate your skill of comprehension (Part 1). DIFFERENTIATION EXERCISE 8 - Demonstrate the mastery of comprehension by answering given questions. Follow the rubrics. RUBRICS - Poem Comprehension Rubrics EXTENSIONS EXERCISE 9 - Answer the questions to demonstrate your skill of comprehension (Part 2). PLENARY EXERCISE 10 - Answer the questions to demonstrate your skill of comprehension (Part 3). HOME LEARNING EXERCISE 11 - Select the best option that answers the question on comprehension (Part 1). EXERCISE 12 - Select the best option that answers the question on comprehension (Part 2). EXERCISE 13 - Select the best option that answers the question on comprehension (Part 3). EXERCISE 14 - Match the giantess tools with the verbs and the household tools they refer to in the poem. EXERCISE 15 - Tabulate the jobs assigned, relationships assured, tools provided, materials used and the payment offered to the seven girls in the poem.

Interactive, collaborative and web-based google slides on teaching and learning resources of 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: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Identify the independent and dependent clauses from each of the examples. Scaffolding Notes 2: Coordination vs Subordination EXERCISE 2: List the features of dependent and independent clauses. Scaffolding Notes 3: Features of Clause Types 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. Scaffolding Notes 4: Placement of Clauses 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. Scaffolding Notes 5: Placement of Clauses 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. Scaffolding Notes 6: Clause Types Rubrics 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.

A lesson presentation that presents teaching and learning resources on fictional story writing. After completing this lesson, the students will be able to: Differentiate between fiction and non-fiction. Express stories orally applying knowledge of story elements. Apply knowledge of story elements through planning. Apply strategies learned in oral expression to writing. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Plot, Moral, Point of View Flipped Lesson Part - Video - Fictional Story Engaging and Creative Lesson Starter – K-W-L Chart Success Criteria - Fictional Story Writing Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Fictional Story 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 - PEEC Technique Home Learning for Reinforcement – 4 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 write a fictional 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 presentation 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 presentation that presents teaching resources for using textual prompts - proverbs - to write. This presentation presents perfect teaching resources that will help the teachers to walk into the classroom with ready to teach confidence as it covers all that a teacher and a student need for a writing lesson using writing prompts. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Prompt, Textual, Proverb Flipped Lesson Part - Videos and Websites - Writing Prompts Engaging and Creative Lesson Starter – Discussion Game Using Proverbs Success Criteria - Writing Prompts Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - 6 Steps to Use Prompts to Write, Prompts Types 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 - 3 Online Exercises Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 6 Worksheets Common Core Standards - ELA-LITERACY.W.6-8.2-5/L.6-8.2 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adjectives, Adverbs, Verbs Teachers can use this presentation to give a complete knowledge and understanding of the use of writing prompts to the learners, thereby helping them to enhance their writing skills. ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈ 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 lesson presentation that presents teaching and learning resources on editing and rewriting. After completing this lesson, the students will be able to: Present ideas in ways appropriate for the intended message and audience. Apply knowledge of spelling, punctuation, and grammar. Edit a piece of work for clarity, cohesiveness, content, continuity, and voice. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Editing, Rewriting Flipped Lesson Part - Video - Editing and Rewriting Skills Engaging and Creative Lesson Starter – Identifying and Correcting Success Criteria - Editing Checklist Scaffolding Notes - Editing Elements, Editing Guide Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share 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 - Worksheet Plenary to Assess Learning Outcomes - Editing Checklist Home Learning for Reinforcement – 4 Worksheets with Answers Common Core Standards - ELA-LITERACY.L.8.1/8.2/8.3/W.8.5 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Adverbs, Verbs, Adjectives, Connectives Teachers can use this resource to teach the students to use editing for perfection, 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 plan on reading diary with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: An Extract from ‘Diary of a Wimpy Kid’ by Jeff Kinney EXERCISE 1: Match the meanings (A-I) to the words (1-9) they refer to in the text. EXERCISE 2: Determine the meaning of words and phrases as they are used in the text. EXERCISE 3: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text EXERCISE 4: Determine the central idea of the text. EXERCISE 5: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of transition types and descriptive vocabulary. EXERCISE 6: Write IQC (Idea-Quote-Conclude) paragraphs about the use of transition types in the text. EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of descriptive vocabulary in the text. EXERCISE 8: Analyse the impact of specific word choices on meaning of the text. EXERCISE 9: Analyse the development of language and vocabulary over the course of the text. EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text. EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the sentence structure in the text. EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of sentence structure in the text. EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept. EXERCISE 14: Draw conclusions based on textual clues and prepare your own comprehension question types with answers from the text. EXERCISE 15: Use the reading strategies to answer open-ended questions. EXERCISE 16: Use textual clues to answer the comprehension questions. EXERCISE 17: Cite the textual evidence that most strongly supports to answer the questions. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques. EXERCISE 19: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text. EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text. EXERCISE 21: Determine what can be inferred when the text says what it says. EXERCISE 22: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. EXERCISE 24: Determine the text elements for the given text. EXERCISE 25: Evaluate the argument and specific claims in the text. EXERCISE 26: Determine the author’s point of view or purpose in the text. EXERCISE 27: Make a diary entry about your experience during these challenging times. RUBRICS: Diary Entry Rubrics

A unit lesson presentation with 6 sessions on teaching and learning resources of determiners based on New Bloom’s Taxonomy. This download includes: FLIPPED LESSON - VIDEO – Determiners VOCABULARY OVERVIEW Scaffolding Notes 1 - Determiners, Pre-determiners, Post-determiners, Articles, Quantifiers, Demonstratives, Possessives, Cardinals, Ordinals, Distributives, Interrogatives LESSON STARTER EXERCISE 1 - Interpret and verbalise pictures of determiners: demonstratives (1-4), article (5), possessive (6), number (7) and distributive (8). SESSION 1: REMEMBERING - RECALL-LIST EXERCISE 2 - Define the determiner types and state their functions in general with examples. Scaffolding Notes 2 - Determiner Types - Cheat Sheet SESSION 2: UNDERSTANDING - COMPARE-CONTRAST EXERCISE 3 - State the similarities and differences between specific and general determiners with examples. Scaffolding Notes 3 - General and Specific Determiners - Cheat Sheet SESSION 3: APPLYING - EXAMINE-DISCOVER EXERCISE 4 - Order and group the characteristics of adjectives and determiners with examples. Scaffolding Notes 4 - Characteristics of Adjectives and Determiners - Cheat Sheet SESSION 4: ANALYSING - ANALYSE-IDENTIFY EXERCISE 5 - Identify what the nouns refer to depending on the functions of determiners in particular sentences. SESSION 5: EVALUATING - ASSESS-EVALUATE EXERCISE 6 - Judge and decide the appropriate use of determiners in particular sentences. SESSION 6: CREATING - CREATE-DEMONSTRATE EXERCISE 7 - Formulate sensible sentences using the order of pre-determiners, main determiners and post determiners as informing words to the given nouns. Scaffolding Notes 5 - The Order of Pre-, Main and Post Determiners – Cheat Sheet DIFFERENTIATION EXERCISE 8 - Demonstrate the mastery of using determiners in writing. RUBRICS: Scaffolding Notes 6 - Determiner Rubrics EXTENSIONS: EXERCISE 9 - Answer the following questions to test your knowledge of determiners. PLENARY: EXERCISE 10 - Answer the following questions to test your knowledge of determiners. HOME LEARNING: EXERCISE 11 - Answer the following questions to test your knowledge of determiners. EXERCISE 12 - Answer the following questions to test your knowledge of determiners. EXERCISE 13 - Fill in the blanks with suitable determiners. EXERCISE 14 - Identify the errors in the use of determiners in the following passages and write the correction.

A ready to use PowerPoint presentation that presents teaching and learning resources of compound sentence structure based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Identify the functions of coordinating conjunctions. Identify the features of compound sentences with examples. Use coordinating conjunctions to coordinate or connect two clauses. Implement the features of compound sentences to discover their structure. Assess and verify the correct use of compound sentence patterns in writing. Create compound sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Identify the coordinating conjunctions from the examples. Scaffolding Notes 2: Functions of Coordinating Conjunctions EXERCISE 2: Identify the functions of compound sentences. EXERCISE 3: Identify the features of a compound sentence with examples. Scaffolding Notes 3: Features of Compound Sentences EXERCISE 4: Identify the properties of compound sentences. EXERCISE 5: Answer the given questions to test your knowledge of the features of compound sentences. EXERCISE 6: Use coordinating conjunctions to coordinate or connect two clauses. EXERCISE 7: Answer the given questions to apply your knowledge of the compound sentences. EXERCISE 8: Implement the features of compound sentences to discover their structure. Scaffolding Notes 4: Structure of Compound Sentences EXERCISE 9: Examine the structure and the pattern of the compound sentences. EXERCISE 10: Assess and verify the correct use of compound sentence patterns in writing. EXERCISE 11: Create compound sentences with the given sentence structure and pattern. EXERCISE 12: Demonstrate the mastery of the use of compound sentence structure in writing. Scaffolding Notes 5: Sentence Structure Rubrics EXERCISE 13: Identify the coordinators in the given compound sentences. EXERCISE 14: Complete the sentences with meaningful clauses. EXERCISE 15: Use the coordinators (FANBOYS) to replace the semicolons in the compound sentences. EXERCISE 16: Use either coordinators or semicolons to join two independent clauses. EXERCISE 17: Split these compound sentences into two simple sentences. EXERCISE 18: Rewrite the given simple sentences as compound sentences.

A ready to use PowerPoint presentation that presents teaching and learning resources of a grammar lesson on phrase types based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Recall the meaning of key words associated with phrases. Define phrases based on their placement and function in sentences. Identify the pattern of the varied phrases and label their parts. Analyse and discover the placement of phrases in sentences. Evaluate the accurate use of phrases. Create new sentence patterns with phrases. This download includes: EXERCISE 1: Match the TERMS (1-7) with their MEANINGS (A-G). EXERCISE 2: Watch the video: Phrases In English Language to list the types of phrases with two examples each. EXERCISE 3: Watch the video: Phrases and identify the patterns of the phrases with examples. EXERCISE 4: Identify the placement (subject or object) and function (parts of speech) of the phrases in the given sentences. EXERCISE 5: Match the TERMS (1-6) with their MEANINGS (A-F). EXERCISE 6: Identify the pattern of the varied phrases and label their parts. EXERCISE 7: Examine and discover the placement of noun phrases in the given sentences. EXERCISE 8: Examine and discover the placement of verb phrases in the given sentences. EXERCISE 9: Examine and discover the placement of adjective phrases in the given sentences. EXERCISE 10: Examine and discover the placement of adverb phrases in the given sentences. EXERCISE 11: Examine and discover the placement of prepositional phrases in the given sentences. EXERCISE 12: Evaluate the accurate use of phrases in sentences. EXERCISE 13: Create new sentence patterns with phrases. EXERCISE 14: Identify the noun phrases and say whether they are part of subject or object of a sentence. EXERCISE 15: Identify the verbal phrases and name their pattern. EXERCISE 16: Identify adjective phrases and state whether they are attributive or predicative. EXERCISE 17: Fill in the blanks with the given adverbial phrases from the box. EXERCISE 18: Underline the prepositional phrases and state whether they are part of subject or object of a sentence.

A ready to use Google Slides that present teaching and learning resources of a spelling lesson on words ending in -ant, -ance and -ancy based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Use suffices based on the spelling rules and meanings to form nouns and adjectives. Add suffixes –ant, -ance and –ancy to root words (verbs and nouns) to form nouns and adjectives. Use suffixes –ant, -ance and –ancy to form words and determine the meaning of new words. Use suffixes –ant, -ance and –ancy to form words and use roots as clues to the meaning of new words. Use suffixes –ant, -ance and –ancy to form words and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in –ant, -ance and -ancy. This download includes: EXERCISE 1: Use suffixes based on the spelling rules and meanings to form nouns and adjectives. EXERCISE 2: Add suffixes –ant, -ance and –ancy to root words (verbs and nouns) to form nouns and adjectives. EXERCISE 3: Use suffix –ant to form words and determine the meaning of new words. EXERCISE 4: Use suffix -ance to form words and use roots as clues to the meaning of new words. EXERCISE 5: Use suffix -ancy to form words and correct the inappropriate use of suffixes in forming new words. EXERCISE 6: Create new word patterns with the given suffixes and frame sentences with them. EXERCISE 7: Use verbs and nouns as root words to form adjectives or nouns ending in -ant. EXERCISE 8: Add the suffix –ance to form nouns from verbs as the root words. EXERCISE 9: Change the nouns or adjectives ending in –ant to nouns ending in –ancy. EXERCISE 10: Change the adjectives ending in –ant to nouns ending in –ance. EXERCISE 11: Add the suffix –ant to form nouns from the root words. EXERCISE 12: Add the suffixes –ant and –ance to the root words to form nouns and adjectives. EXERCISE 13: Choose the correct word from each set of words from the brackets to fill in each blank. EXERCISE 14: Use an –ant word from the list to complete each of the sentences below. Use each word only once. EXERCISE 15: Use an -ance word from the list to complete each of the sentences below. Use each word only once. EXERCISE 16: Use an –ancy word from the list to complete each of the sentences below. Use each word only once. ASSESSMENT CRITERIA: RUBRICS: Spelling

Ready to use Google Slides that present teaching and learning resources of a spelling lesson on suffixes based on New Bloom’s Taxonomy. After working with these Google Slides 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: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the SUFFIXES with their MEANINGS. SESSION 3: APPLYING 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. SESSION 4: ANALYSING 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. SESSION 5: EVALUATING EXERCISE 15: Assess and evaluate the correct use of suffixes in forming new words. SESSION 6: CREATING 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 HOME LEARNING: 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…

Ready to use Google Slides that present teaching and learning resources of a spelling lesson on prefixes based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the PREFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. SESSION 5: EVALUATING EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. SESSION 6: CREATING EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. RUBRICS: Prefixes Rubrics HOME LEARNING: EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

Interactive, collaborative and web-based google slides on teaching and learning resources of a poetry comprehension of the poem, “The Highwayman” by Alfred Noyes based on New Bloom’s Taxonomy. 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.

These Google Slides are perfect for teaching Words Ending in -ent, -ence and -ency. 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: Use suffixes based on the spelling rules and meanings to form nouns and adjectives from the given verbs. Use the root words (verbs and nouns) to form –ent, -ence and –ency words. Add the correct suffixes –ent, -ence or -ency to complete the stem words. Use suffixes –ent, -ence and –ency to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes –ent, -ence and –ency in forming new words. Create new word patterns with words ending in –ent, -ence and –ency to use in writing. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Use suffixes based on the spelling rules and meanings to form –ent, -ence and –ency words (nouns or adjectives) from the given verbs or stem words. SESSION 2: UNDERSTANDING EXERCISE 2: Use the root words (verbs and nouns) to form –ent, -ence and –ency words. EXERCISE 3: Add suffixes –ent, -ence and –ency to root words (verbs) to form nouns or adjectives. EXERCISE 4: Use the stem words to list words that end in all the three suffixes –ent, -ence and –ency. SESSION 3: APPLYING EXERCISE 5: Add correct suffixes to stem words to complete the words. EXERCISE 6: Choose the correct word from each set of words from the brackets to fill in each blank. SESSION 4: ANALYSING EXERCISE 7: Use suffix –ent to form words and determine the meaning of new words. EXERCISE 8: Use suffix -ence to form words and use roots as clues to the meaning of new words. EXERCISE 9: Use suffix -ency to form new words. SESSION 5: EVALUATING EXERCISE 10: Assess and evaluate the correct use of suffixes –ent, -ence and –ency in forming new words. SESSION 6: CREATING EXERCISE 11: Demonstrate the mastery of using words ending in –ent, -ence and –ency in writing. HOME LEARNING: EXERCISE 12: Use –ent words from the brackets to complete each of the sentences below. EXERCISE 13: Use -ence words from the list to complete each of the sentences below. Use each word only once. EXERCISE 14: Add –ancy or –ency to complete the words in the sentences below. EXERCISE 15: Use verbs as root words to form adjectives ending in -ent and nouns ending in -ence. EXERCISE 16: Add suffixes –ent, –ence or –ency (as indicated) to the verbs (root words) to form nouns. EXERCISE 17: Change the adjectives ending in –ent to nouns ending in –ence. EXERCISE 18: Change the adjectives ending in –ent to nouns ending in –ency. ASSESSMENT CRITERIA RUBRICS: Spelling Rubrics

These Google Slides are perfect for teaching Punctuation – Capital Letters and Full Stops. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After attempting these New Bloom’s Taxonomy-based Google Slides students will be able to: Consider the functions of capital letters and full stops to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between capital letters and full stops. Apply punctuation rules to identify the appropriate use of capital letters and full stops in a text. Use capital letters to mark the start of a sentence, to create acronyms, to mark titles and proper nouns. Use full stops to mark sentence ends, abbreviations and decimals. Demonstrate command of the conventions of Standard English punctuation – capital letters and full stops – when writing. This Download Includes: EXERCISE 1: Consider the functions of capital letters and full stops to identify the signs that exemplify the punctuation marks in the text. EXERCISE 2: Watch the video – Use of Capital Letters and Full Stop – to complete the following table with required details to distinguish between capital letters and full stops. EXERCISE 3: Select the correct option to identify the appropriate use of capital letters and full stops in the given text. EXERCISE 4: Use capital letters to mark the start of a sentence, to create acronyms, to mark titles and proper nouns. EXERCISE 5: Use full stops to mark sentence ends, abbreviations and decimals. EXERCISE 6: Demonstrate command of the conventions of standard English punctuation – capital letters and full stops – when writing. EXERCISE 7: Punctuate the following sentences: use capital letters and full stops. EXERCISE 8: Give an example each for the following (names of-) in keeping with the capitalisation rules. EXERCISE 9: Give an example each for the following functions in keeping with the uses of full stops. EXERCISE 10: Punctuate appropriately: use full stops and capital letters. EXERCISE 11: Punctuate appropriately: use capital letters and full stops.

These Google Slides are perfect for teaching Punctuation – Commas and Inverted Commas. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After attempting these New Bloom’s Taxonomy-based Google Slides students will be able to: Consider the functions of commas and inverted commas to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between commas and inverted commas. Apply punctuation rules to identify the appropriate use of commas and inverted commas in a text. Use commas to separate elements in a series; to clarify meaning; to mark fronted adverbials; to mark transition words; to introduce an introductory statement before a quote; to mark the end of quote within inverted commas; to separate two independent clauses; and to introduce an introductory subordinate clause. Use inverted commas to mark quoted speech or direct speech and to enclose titles of minor works. Demonstrate command of the conventions of Standard English punctuation – commas and inverted commas – when writing. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

This PowerPoint Presentation is perfect for teaching Punctuation – Commas and Inverted Commas. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After attempting these New Bloom’s Taxonomy-based Google Slides students will be able to: Consider the functions of commas and inverted commas to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between commas and inverted commas. Apply punctuation rules to identify the appropriate use of commas and inverted commas in a text. Use commas to separate elements in a series; to clarify meaning; to mark fronted adverbials; to mark transition words; to introduce an introductory statement before a quote; to mark the end of quote within inverted commas; to separate two independent clauses; and to introduce an introductory subordinate clause. Use inverted commas to mark quoted speech or direct speech and to enclose titles of minor works. Demonstrate command of the conventions of Standard English punctuation – commas and inverted commas – when writing. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Google Slides are perfect for teaching Punctuation – Bullet Points and Ellipses. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After attempting these New Bloom’s Taxonomy-based Google Slides students will be able to: Consider the functions of bullet points and ellipses to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between bullet points and ellipses. Apply punctuation rules to identify the appropriate use of bullet points and ellipses in a text. Use bullet points to list unordered series of items; to give the reader information quickly; and to simplify big chunks of writing. Use ellipses to indicate an omission from the text; and to show hesitation or an interruption. Demonstrate command of the conventions of Standard English punctuation – bullet points and ellipses – when writing. 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