JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
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
Unit plans with 5 sessions on prose comprehension of a ghost story, “Harry” by Rosemary Timperley.
After completing this unit students will be able to:
SESSION 1: Spot the setting elements and describe the setting.
SESSION 2: Name the characters and make a character sketch.
SESSION 3: Discover the plot elements and develop the plot.
SESSION 4: Analyse the text to make a critical appreciation.
SESSION 5: Examine the lines from the text with reference to context.
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 narrative story writing.
After completing this lesson, the students will be able to:
Define the components of a short story.
Identify the elements of a short story.
Demonstrate the mastery of short story elements.
Narrate a short story on a given situation in a genre of your choice.
This Resource Includes:
Well Formulated, Measurable, SMART Objectives and Outcomes
Vocabulary Overview - Narration, Story, Plot, Storyline
Flipped Lesson Part - Video - How to Write a Narrative Story
Engaging and Creative Lesson Starter – Topic Tennis
Success Criteria - Narrative Story Checklist
Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share
Scaffolder Notes - Story Guide, Story Template, Story Starters
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 Prompts
Plenary to Assess Learning Outcomes - PQP Technique
Home Learning for Reinforcement – 4 Task Cards
Common Core Standards - ELA-LITERACY.W.6-8.3abde/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 narrative story, thereby helping them to enhance their writing skills.
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 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:
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.
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.
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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.
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Readhere for details: http://bit.ly/BoomTrial.
A lesson presentation that presents teaching and learning resources on PEE paragraph writing.
After completing this lesson, the students will be able to:
Understand the characteristic language of texts.
Acquire knowledge of PEE technique to analyse a text.
Comment on the purpose, context, style, audience, register, and tone of the given text.
This Resource Includes:
Well Formulated, Measurable, SMART Objectives and Outcomes
Vocabulary Overview - PEE, Point, Evidence, Explanation
Flipped Lesson Part - Video - How to Nail a PEE Paragraph
Engaging and Creative Lesson Starter – PEE SNIKKERS
Success Criteria - PEE Checklist
Scaffolding Notes - PEE Method, PEE Template
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 - PQP Technique
Home Learning for Reinforcement – 4 Worksheets with Answers
Common Core Standards - ELA-LITERACY.RL.8.1/RI.8.8/SL.8.1a/L.8.4a/W.8.2b
Skills to be addressed during the Lesson - Social and Cognitive
Teachers can use this resource to teach the students to use PEE method to analyze a text, 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 lesson presentation that presents teaching and learning resources on narrative story writing.
After completing this lesson, the students will be able to:
Define the components of a short story.
Identify the elements of a short story.
Demonstrate the mastery of short story elements.
Narrate a short story on a given situation in a genre of your choice.
This Resource Includes:
Well Formulated, Measurable, SMART Objectives and Outcomes
Vocabulary Overview - Narration, Story, Plot, Storyline
Flipped Lesson Part - Video - How to Write a Narrative Story
Engaging and Creative Lesson Starter – Topic Tennis
Success Criteria - Narrative Story Checklist
Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share
Scaffolder Notes - Story Guide, Story Template, Story Starters
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 Prompts
Plenary to Assess Learning Outcomes - PQP Technique
Home Learning for Reinforcement – 4 Task Cards
Common Core Standards - ELA-LITERACY.W.6-8.3abde/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 narrative story, thereby helping them to enhance their writing skills.
A lesson presentation 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 unit set of worksheets with answers on reading information text of 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
This download includes:
TEXT: Information Text on “Chocolate”
EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts.
EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the text.
EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text
EXERCISE 5: Determine the central idea of the text.
EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type.
EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type 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 author’s use of language variety.
EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety 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 visual clues.
EXERCISE 15: Prepare your own comprehension question types with answers from the text.
EXERCISE 16: Use the reading strategies to answer open-ended questions.
EXERCISE 17: Use textual clues to answer the comprehension questions.
EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions.
EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques.
EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text.
EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text.
EXERCISE 22: Determine what can be inferred when the text says what it says.
EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
EXERCISE 25: Determine the text elements for the given information.
EXERCISE 26: Evaluate the argument and specific claims in the text.
EXERCISE 27: Determine the author’s point of view or purpose in the text.
EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation.
EXERCISE 29-33: Write your own information text.
A unit set of scaffolding notes on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Vocabulary Overview - Determine the meaning of words and phrases as they are used in a text.
SESSION 2: UNDERSTANDING - Language and Vocabulary - Determine a central idea of a text and analyse its development over the course of the text.
SESSION 3: APPLYING - Visual and Textual Clues - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SESSION 4: ANALYSING - Language Techniques - Analyse the impact of specific word choices on meaning and tone, including figurative, connotative, and technical meanings.
SESSION 5: EVALUATING - Text Elements - Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
SESSION 6: CREATING - Information Text - Develop a text, including its relationship to supporting ideas; provide an objective summary of the text.
This download includes:
Scaffolding Notes 1: Skim, scan and close read text template.
Scaffolding Notes 2: IQC (Idea-Quote-Conclude) paragraph technique
Scaffolding Notes 3: Common comprehension question types
Scaffolding Notes 4: Reading strategies
Scaffolding Notes 5: PEEL (Point-Evidence-Explain-Link) paragraph technique
Scaffolding Notes 6: Text elements template
Scaffolding Notes 7: Descriptive information text prompt
Scaffolding Notes 8: Problem and solution information text prompt
Scaffolding Notes 9: Compare and contrast information text prompt
Scaffolding Notes 10: Cause and effect information text prompt
Scaffolding Notes 11: Sequential information text prompt
Scaffolding Notes 12: Information Text 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 unit plan on vocabulary lesson with 6 sessions on teaching and learning of idioms based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Recall the meaning of common idioms.
SESSION 2: UNDERSTANDING - Determine the meaning of unknown words and phrases.
SESSION 3: APPLYING - Clarify the meaning of multiple-meaning words and phrases.
SESSION 4: ANALYSING - Analyse the use of idioms and their purpose in writing.
SESSION 5: EVALUATING - Verify the meaning of a phrase by checking the inferred meaning in context.
SESSION 6: CREATING - Demonstrate understanding of figurative language, word relationships and nuances in word meanings…
This download includes:
FLIPPED LESSON
VIDEO: 10 Common Idioms - Examples & Meanings
LESSON STARTER
EXERCISE 1: Interpret and verbalise pictures of idioms and give meaning. (I = Idiom; M = Meaning)
SESSION 1: REMEMBERING
EXERCISE 2: Match the meanings with the common idioms they refer to.
EXERCISE 3: Select the appropriate idiom for the blank.
SESSION 2: UNDERSTANDING
EXERCISE 4: Find meaning for the familiar idioms and expressions.
EXERCISE 5: Find the meaning for the following familiar idioms.
SESSION 3: APPLYING
EXERCISE 6: Frame sentences with the given body related idioms.
EXERCISE 7: Fill in the blanks with meanings of common idioms which students really need to know.
SESSION 4: ANALYSING
EXERCISE 8: What can you infer when the idiom says what it says.
EXERCISE 9: Match the idiomatic expression used here with its real meaning.
SESSION 5: EVALUATING
EXERCISE 10: Test your understanding on clothing idioms.
EXERCISE 11: Test your understanding on animal idioms.
SESSION 6: CREATING
EXERCISE 12: Demonstrate the mastery of using idioms in writing.
A unit plan on poetry comprehension with 6 sessions on teaching and learning of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy.
This download includes:
POEM: The Titanic by Gillian Clarke
EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to.
EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem.
EXERCISE 3: Determine the meaning 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: Identify what the poem says both explicitly and implicitly.
EXERCISE 8: Determine what can be inferred when the text says what it says.
SCAFFOLDING NOTES 1: Common Comprehension Types
EXERCISE 9: Prepare your own comprehension question types with answers from the text.
EXERCISE 10: Use textual clues to answer the comprehension questions.
SCAFFOLDING NOTES 2: Poetry Elements Criteria
EXERCISE 11: Use the specified criteria to find poetry elements of the poem.
EXERCISE 12: Analyse the impact of specific word choices on meaning and tone.
EXERCISE 13: Answer the questions to check your understanding of poetry elements.
SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model
EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem.
EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem.
EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices.
EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem.
EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique
EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem.
EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.
A ready to use lesson plan that presents teaching and learning resources on sentence structure.
After completing this lesson, the students will be able to:
Compare a sentence with a clause and a phrase.
Differentiate sentence types.
Analyse the structure of sentences.
Recognize variations in sentence structure as used in writing.
Demonstrate command of the conventions of sentence structure in writing.
This download includes:
Vocabulary Overview - Simple, Compound, Complex
Real Life Application and Cross-Curriculum Links
Flipped Lesson Part - Video
Success Criteria - Sentence Structure Checklist
Lesson Starter: Comparing a sentence with a phrase and a clause.
Discussion:
Sentence Types
Sentence Structure
Collaborative Tasks:
Pair-Share: Thinking of sentences to go with each of the given pictures.
Think-Write: Identifying the given sentences as simple, compound, complex, or compound-complex.
Write-Share: Picking conjunctions (coordinators or sub-ordinators) to join the two sentences together.
Mini-Plenary: 5 Online Quizzes
Assessment Rubrics
Differentiated Tasks: Demonstrating sentence structure skill in writing.
Extensions: Rewriting sentences in varied structures.
Plenary: Answering multiple choice questions on sentence structure.
Home Learning:
Following the rules to place the commas in the correct places.
Identifying the main clause and sub-clause in the sentences.
Combining sentences using either coordinators or subordinators.
Joining sentences by using when, where, if, although, because, since, while.
Common Core Standards: ELA-Literacy-Language - 6.1ce/2a/3a/7.1c/3a/8.1d
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 ready to use worksheets with answers that present teaching and learning resources of a spelling lesson on homophones, homographs and homonyms based on New Bloom’s Taxonomy.
This download includes:
EXERCISE 1: Watch the video: What are Homophones, Homographs and Homonyms? to compare and contrast homophones, homographs and homonyms. Use sound, meaning and spelling as criteria to differentiate. Use “similar” and “different” to identify the difference.
EXERCISE 2: Match the WORD TYPES (1-3) with their DEFINITIONS (A-C).
EXERCISE 3: Identify the given set of words as homophones, homographs and homonyms.
EXERCISE 4: Look for pair of words that are homophones, homographs and homonyms to go with the pictures.
EXERCISE 5: Analyse the words “lead” and “led” in the given sentence examples.
Find their meaning as used in the sentences (MEANING).
Decide if they are used as noun or verb (PARTS OF SPEECH).
Identify if they sound similar or different (SOUND).
Say whether they are used as homophones, homographs or homonyms (WORD TYPES).
EXERCISE 6: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 1.
EXERCISE 7: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 2.
EXERCISE 8: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 1.
EXERCISE 9: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 2.
EXERCISE 10: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 1.
EXERCISE 11: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 2.
EXERCISE 12: Evaluate the sentences and identify the errors in the use of homophones, homographs and homonyms.
EXERCISE 13: Frame sentences for each of the homophones, homographs and homonyms to go with the given meanings.
EXERCISE 14: Identify the homophones used in the pair of sentences and give their meanings based on the context they are used.
EXERCISE 15: Look for homophones which have been used incorrectly then write the correct spelling.
EXERCISE 16: Complete each sentence by choosing the correct homophone.
EXERCISE 17: Choose the correct homophone.
EXERCISE 18: Read the story below. Look for homophones which have been used incorrectly. Cross them out, and write the correct spelling of the homophones which should have been used.
EXERCISE 19: Identify the homographs used in the pair of sentences and say what parts of speech is the word used as homograph. Then choose the right option that gives the meaning of homographs: A or B.
A set of 13 worksheets with answers on teaching and learning resources of phrase types based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1 - REMEMBERING: Recall and recognise the key elements of phrases.
SESSION 2 - UNDERSTANDING: Compare and contrast the phrase types.
SESSION 3 - APPLYING: Apply and demonstrate the accurate knowledge of phrases.
SESSION 4 - ANALYSING: Analyse and infer the phrase patterns.
SESSION 5 - EVALUATING: Decide and rank the use of phrases in writing.
SESSION 6 - CREATING: Create and compose new sentence patterns with phrases.
This download includes:
EXERCISE 1: Identify the structure and label the features of phrases.
EXERCISE 2: Differentiate and distinguish between the similarities and the differences of phrase types.
EXERCISE 3: Examine and discover the placement of phrases in sentences.
EXERCISE 4: Explain the organization of phrases in a sentence pattern.
EXERCISE 5: Select and verify the phrase types.
EXERCISE 6: Demonstrate the mastery of the use of phrases in writing.
EXERCISE 7: Demonstrate the mastery of the use of phrases in writing.
EXERCISE 8 - Answer the given questions to demonstrate command of the conventions of phrase types.
EXERCISE 9: Identify the noun phrases and say whether they function as subject or object.
EXERCISE 10: Identify verbal phrases, name their types and functions.
EXERCISE 11: Identify adjective phrases and state whether they are part of a subject or object.
EXERCISE 12: Fill in the blanks with the given adverbial phrases.
EXERCISE 13: Underline the prepositional phrases and state whether they are part of the subject or object.
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 Google Slides that present teaching and learning resources of a spelling lesson on words ending in -cious and -tious based on New Bloom’s Taxonomy.
After working with these Google Slides students will be able to:
Provide examples for suffixes –cious and –tious based on their sound and meanings.
Add suffices –cious and –tious to root words (nouns) to form adjectives based on their spelling rules.
Add suffixes –cious and –tious to stem words to form new words.
Use the suffix -cious to form words and use roots as clues to the meaning of new words.
Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words.
Create new word patterns with words ending in shus sound and frame sentences.
This download includes:
EXERCISE 1: Provide three examples each for suffixes –cious and –tious based on their sound and meanings.
EXERCISE 2: Add suffices –cious and –tious to nouns to form adjectives based on their spelling rules.
EXERCISE 3: Add –cious or –tious to complete each of these stem words.
EXERCISE 4: Use the suffix -cious to form words and use roots as clues to the meaning of new words.
EXERCISE 5: Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words.
EXERCISE 6: Create new word patterns with given suffixes and frame sentences with them.
EXERCISE 7: Use a –cious word from the list to complete each of the sentences below.
EXERCISE 8: Use a –tious word from the list to complete each of the sentences below.
EXERCISE 9: Choose the correct word from each pair of words from the brackets to fill in each blank.
EXERCISE 10: Use the nouns to create adjectives with the suffix –cious.
EXERCISE 11: Use nouns to create adjectives with the suffix –tious.
RUBRICS: Spelling
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 PowerPoint presentation that presents teaching and learning resources of a spelling lesson on words ending in -cious and -tious based on New Bloom’s Taxonomy.
After completing this lesson students will be able to:
Provide examples for suffixes –cious and –tious based on their sound and meanings.
Add suffices –cious and –tious to root words (nouns) to form adjectives based on their spelling rules.
Add suffixes –cious and –tious to stem words to form new words.
Use the suffix -cious to form words and use roots as clues to the meaning of new words.
Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words.
Create new word patterns with words ending in shus sound and frame sentences.
This download includes:
EXERCISE 1: Provide three examples each for suffixes –cious and –tious based on their sound and meanings.
EXERCISE 2: Add suffices –cious and –tious to nouns to form adjectives based on their spelling rules.
EXERCISE 3: Add –cious or –tious to complete each of these stem words.
EXERCISE 4: Use the suffix -cious to form words and use roots as clues to the meaning of new words.
EXERCISE 5: Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words.
EXERCISE 6: Create new word patterns with given suffixes and frame sentences with them.
EXERCISE 7: Use a –cious word from the list to complete each of the sentences below.
EXERCISE 8: Use a –tious word from the list to complete each of the sentences below.
EXERCISE 9: Choose the correct word from each pair of words from the brackets to fill in each blank.
EXERCISE 10: Use the nouns to create adjectives with the suffix –cious.
EXERCISE 11: Use nouns to create adjectives with the suffix –tious.
RUBRICS: Spelling
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 PowerPoint presentation that presents teaching and learning resources of a spelling lesson on words ending in -ant, -ance and -ancy based on New Bloom’s Taxonomy.
After completing this lesson 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.
RUBRICS: Spelling 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 ready to use unit lesson plan 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.