A lesson presentation 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

This resource covers the integral, surface and deep features of a steam lesson. It contains full-on activities and assessments to cover the skills of literacy in an easy, structured, cover-your-bases system. It includes everything you need to get going with a steam lesson in your classroom. Lesson Objectives: • Recall the definition and meaning of STEAM. • Analyse the features of sequential information text type. • Explore the structure of sequential text type. • Understand STEAM Pyramid. • Incorporate STEAM in a sequential information text on a given topic. This Resource Includes: 1. Detailed Lesson Plan 2. Lesson Starter - Text Samples with Answers 3. Sequential Text Structure 4. Sequential Text Sample 5. Sequence Template 6. Assessment Rubrics 7. STEAM Pyramid 8. The Leaning Triangle Teachers can use this to enhance the cross-curriculum skills of the learners, while the teachers themselves can use this to incorporate STEAM into their daily lesson.

A unit lesson presentation 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 PowerPoint Presentation is perfect for teaching Phrases – Adjective or Adjectival Phrases. 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 adjective phrases and their components. Identify the adjective phrases as used in the sentences. Create new adjective phrase patterns in sentences. Exercise error identification to ensure that the adjective phrases are not misplaced and dangling. Use adjective 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

This Unit Lesson Plan is perfect for teaching Reading and Writing of Argumentation. 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 the components of the structure of an argumentation. Identify the rhetorical strategies, language techniques and figurative language employed in an argumentation. Identify the features of an argumentation. Follow the structure and strategies to plan a sample argumentation. Follow a checklist to peer-check a structured argumentation. Follow the structure and strategies to write a well-structured argumentation. 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 Vocabulary – Compound Adjectives. 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. Objectives of this lesson are: Recall the terms associated with compound adjectives. Understand the patterns of compound adjectives. Apply patterns to recognise compound adjectives in particular sentences. Analyse the use of compound adjectives in general sentences. Evaluate the use of compound adjectives in writing. Create new patterns of compound adjectives to modify nouns. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Match the meaning with the terms associated with compound adjectives. Classify the compound adjectives based on their patterns. Identify compound adjectives as used in the given text. Form and use compound adjectives to modify nouns. Use error identification to find the correct use of compound adjectives. Write hyphenated compound adjectives correctly to modify nouns.

A set of 27 task cards and exercises on prose comprehension of a fictional story, “Three Questions” by Leo Tolstoy. 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 download 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 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 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 context (EXERCISE 24) Finding the context of the famous quotes (EXERCISE 25) Selecting the best option to answer inferential questions (EXERCISE 26) Reading the story to answer comprehension questions Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Unit plans with 3 sessions on poetry comprehension – King Bruce and the Spider by Eliza Cook. 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 (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 - Finding clues to infer the character of King Bruce (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering differentiated questions on poetry elements (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) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 8) Plenary – Answering poetic devices questions (Exercise 9) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Explanation Prompts for Figures of Speech (Scaffold Notes 14) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 10) Ask-Write - Identification of annotation elements (Exercise 11) Write-Advance - Annotating the lines of the poem (Exercise 12) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Writing inspirational poems (Exercise 13) Plenary - Answering multiple choice questions (Exercise 14) Home Learning: Comprehension questions (Exercise 15) 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 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 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 lesson presentation that presents teaching and learning resources on report writing. After completing this lesson, the students will be able to: Gain knowledge of report writing techniques. Apply authorial technique to write varied reports. Analyse author’s use of language and the impact of it in writing a report. Demonstrate the knowledge of reporting in writing. This download includes: Vocabulary Overview - Report Real Life Application and Cross-Curriculum Links Flipped Lesson Part - Video Success Criteria - Reporting Checklist Lesson Starter: Identifying the report types of the given reports. Discussion: Report Types Report Writing Tips Key Elements of a Newspaper Report Collaborative Tasks: Pair-Share: Identifying the parts of a newspaper report. Think-Write: Writing a lead for a newspaper report. Write-Share: Preparing an information report on an animal of your choice. Mini-Plenary: 4 Online Quizzes Assessment Rubrics Differentiated Tasks: Demonstrating knowledge of reporting in writing. Extensions: Reporting an accident. Plenary: Answering multiple choice questions on report writing. Home Learning: Preparing a report based on given prompt. Preparing a report based on bar graph. Reporting a crime. Identifying the key elements of a newspaper report. 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 prepositions based on New Bloom’s Taxonomy. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Preposition Corners Activity Scaffolding Notes 2: Preposition types based on the structure EXERCISE 2: Identify the properties of prepositions. EXERCISE 3: Examine the action of prepositions in sentences. EXERCISE 4: Fill in the blanks with appropriate prepositions. Scaffolding Notes 3: Preposition kinds based on the relationships they indicate EXERCISE 5: Identify preposition kinds based on the relationship they indicate. EXERCISE 6: Identify the relationships indicated by the kinds of prepositions. EXERCISE 7: Decide the type of preposition used in sentences based on the relationships they indicate. EXERCISE 8: Verbalise the relationships that the prepositions signal between the nouns to go with given pictures. EXERCISE 9: Verbalise the relationships of other prepositions that are signaled between the nouns to go with given pictures. EXERCISE 10: Examine the structure and the pattern of prepositions in sentences. Scaffolding Notes 4: Preposition rules EXERCISE 11: Analyse the use of prepositions in writing. EXERCISE 12: Compare and analyse the use of various prepositions in writing. EXERCISE 13: Identify the errors in the use of prepositions. EXERCISE 14: Create sentences with given patterns to convey specific meanings and add variety to writing. Scaffolding Notes 5: Prepositions Types Rubrics EXERCISE 15: Use prepositions of manner (with, by, like, as, in, on, as if) to answer questions. EXERCISE 16: Answer the following to demonstrate your understanding of prepositions. EXERCISE 17: Fill in the blanks with appropriate prepositions. EXERCISE 18: Identify the presence of prepositions in the sentences. EXERCISE 19: Answer the following to demonstrate the command of the conventions of prepositions. EXERCISE 20: Use prepositions of direction to give directions to reach The Westminster School, Dubai. EXERCISE 21: Write the flight information from Dubai Airport to London in sentences using the given prepositions of time in the column. EXERCISE 22: Fill in the blanks with prepositions of place. EXERCISE 23: Fill in the blanks with suitable preposition kinds. EXERCISE 24: Identify the errors in the use of prepositions in the following passages and write the correction. EXERCISE 25: Identify the prepositions and state their kind and the relation they indicate. EXERCISE 26: Fill in the blanks with prepositions as mentioned in the brackets. EXERCISE 27: Fill in the blanks with suitable prepositions.

A ready to use PowerPoint presentation that presents teaching and learning resources of past tense based on New Bloom’s Taxonomy. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Use the verb “blow” to give an example each for the past tense verb structure. Scaffolding Notes 2: Past Tense Form and Structure EXERCISE 2: Relate past tense verb forms to person and number – Part 1. EXERCISE 3: Relate past tense verb forms to person and number – Part 2. EXERCISE 4: Use the given verbs to go with the past tense form stated in order to fill in the blanks. EXERCISE 5: Select the correct option to demonstrate the formulation and usage of past tense verb forms. EXERCISE 6: Use the sentence stems to formulate sentences to go with the actions in the pictures and the past tense verb forms. EXERCISE 7: Select the correct option to demonstrate the formulation and usage of past tense verb forms. EXERCISE 8: Analyse the functions of past tense verb forms with examples. Scaffolding Notes 3: Functions of Past Tense Forms EXERCISE 9: Analyse the functions of past tense forms with timeline diagrams. Scaffolding Notes 4: Timeline Diagrams of Past Tense Forms EXERCISE 10: Analyse the functions of past tense verb forms using the timeline they refer to. EXERCISE 11: Recognise and correct inappropriate shifts in verb tenses. EXERCISE 12: Demonstrate past tense formulation and usage in writing. EXERCISE 13: Use your knowledge of past verb tenses to write about one of the given topics. Scaffolding Notes 5: Tenses Rubrics EXERCISE 14: Change the verbs into their corresponding past tenses. EXERCISE 15: Change the verbs into their corresponding past tenses.

This PowerPoint Presentation is perfect for teaching Verbals – Gerunds, Participles and Infinitives. 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: Match the terms associated with verbals with their meanings. Consider the definitions and functions of verbals to identify the signs that exemplify the verbals in the given text. Provide finite verbs to the given actions and convert them to non-finite verbs (verbals) – gerund, participle and infinitive. Identify the functions of verbals in particular sentences. Verify and correct misplaced and dangling modifiers and inappropriate use of verbals. Use verbals to convey specific meanings and add variety and interest to writing. This download includes: EXERCISE 1: Match the TERMS (1-14) with their MEANINGS (A-N). EXERCISE 2: Watch the video - Verbals: Gerunds, Infinitives and Participles – to gather information about verbals, gerunds, infinitives, participles and the dangling participle. Then try the task that follows. EXERCISE 3: Identify the verb, verbal, verbal type and its function in the following sentences. EXERCISE 4: Consider the definitions and functions of verbals to identify the signs that exemplify the verbals in the given text. EXERCISE 5: Identify the verbals. Use the labels given below to name the parts of the sentences. EXERCISE 6: Provide finite VERBS to the below actions and convert them to non-finite verbs (VERBALS) – gerund, participle and infinitive. EXERCISE 7: Test your understanding of verbals. EXERCISE 8: Identify the verbals used in the given sentences. EXERCISE 9: Identify the verbals and their types in the given sentences. EXERCISE 10: Identify the functions of verbals in the given sentences. EXERCISE 11: Assess and evaluate the correct use of verbals. EXERCISE 12: Verify and correct misplaced or dangling modifiers and inappropriate use of verbals. EXERCISE 13: Use verbals (non-finite verbs) to convey specific meanings and add variety and interest to writing. EXERCISE 14: Demonstrate the mastery of using verbals (non-finite verbs) in writing. EXERCISE 15: Underline the verbals in the following paragraph and identify what kind of verbals they are - gerunds, participles or infinitives. EXERCISE 16: Identify the errors in the use of non-finite verbs in the following passages and write the correction.

This PowerPoint Presentation is perfect for teaching Imperative Verbs or Bossy Verbs. These no prep activities would be great for ELA lessons. Your students will love these challenging exercises that are well-designed for student engagement. LEARNING OBJECTIVES: To recall the meaning of terms associated with imperative verbs. To describe and explain the forms and uses of imperative verbs. To use the forms and uses of imperative verbs. To draw links between verbs in general and imperative verbs. To justify the right use of imperative verbs. To produce sentences using imperative verbs. After attempting these activities your students will be able to: Distinguish between verbs in general and imperative verbs. Classify imperatives as affirmative and negative. Form and use verbs in the imperative both affirmatively and negatively. Use a wide range of imperative verbs to clarify relationships between ideas. Identify the errors to ensure the correct use of imperative verbs. Use imperative verbs to sequence instructions.

This PowerPoint Presentation is perfect for teaching Reading Comprehension through a Short Story - The Model Millionaire by Oscar Wilde. 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: Find the meaning of the challenging words, phrases and expressions in the story. Identify the setting elements and the characteristic features of the main characters in the story. Apply textual clues to answer the retrieval, inferential and authorial technique questions. Analyse the story to find its plot elements – exposition, rising action, climax, falling action and resolution. Evaluate the text to find its story elements – genre, message, speaker, point of view, tone, conflict type, authorial techniques, plot type, language register, purpose and style. Write a summary, make a character description and create a critical appreciation of the story. 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

This PowerPoint Presentation is perfect for teaching Figurative Language - Synecdoche and Metonymy. 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 synecdoche and metonymy with examples. State the difference between synecdoche and metonymy. Examine the examples of synecdoche and metonymy to identify what reference they make. Interpret a given text and identify the examples of synecdoche and metonymy. Evaluate a text and explain how synecdoche and metonymy has impact on the reader. Use synecdoche to make my writing poetic and metonymy to express creatively and concisely. 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 sentence word order. After completing this lesson, the students will be able to: Distinguish phrase, clause and sentence. Identify the most powerful place for information in a sentence. Locate the place of least emphasis in a sentence. Order sentences in varied ways. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Phrase, Clause, Sentence, Fragment, Run-on Flipped Lesson Part - Video - Sentence Diagramming Engaging and Creative Lesson Starter – W-P-C-S Chart Success Criteria - Sentence Word Order Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Sentence Word Order Structure 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 - 3 Online Exercises Plenary to Assess Learning Outcomes - Question Envelopes Home Learning for Reinforcement – 5 Worksheets with Answers Common Core Standards - ELA-LITERACY.L.6.1ce/2a/3a/7.1c/3a/8.1d 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 follow sentence word order 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 lesson presentation that presents teaching and learning resources on reading strategies to compare texts while analyzing the texts. After completing this lesson, the students will be able to: Acquire text comparison skills. Discuss text comparison criteria. Analyse texts to determine what they have in common, and how they differ. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Text Analysis, Text Comparison Flipped Lesson Part - Video - Comparing Texts Engaging and Creative Lesson Starter – Compare and Contrast Success Criteria - Comparing Texts Checklist Scaffolding Notes - Text Comparison Criteria 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 - Online Exercises Plenary to Assess Learning Outcomes - Post-It Notes Home Learning for Reinforcement – 3 Worksheets with Answers Common Core Standards - ELA-LITERACY.RL.6-8.5/RI.6-8.3/9 Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this resource to teach the students to compare two texts, 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 set of 27 task cards and exercises on prose comprehension of a fictional story, “The Necklace” by Guy De Maupassant. 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) Creating story setting (EXERCISE 5) Selecting 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 (EXERCISE 9) Creating characters for the story (EXERCISE 10) Selecting 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 plot (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) Identifying RTC elements for the given lines (EXERCISE 24) Explaining the line with reference to context (EXERCISE 25) Finding the context of the famous quotes (EXERCISE 26) Selecting the best option to answer inferential questions (EXERCISE 27) Reading the story to answer comprehension questions Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment