A ready to use lesson plan that presents teaching and learning resources on non-chronological report writing. After completing this lesson, the students will be able to: Comment on a writer’s use of language, demonstrating awareness of its impact on the reader. Write non-chronological reports linked to work in other subjects. Use paragraphs, sequencing and linking them appropriately to support overall development. This download includes: Vocabulary Overview - Non-chronological 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: Features of Formal and Informal Writing Features of Non-Chronological Report Planning a Non-Chronological Report Collaborative Tasks: Pair-Share: Identifying the reports as formal or informal. Think-Write: Answering questions on given report. Write-Share: Preparing a report based on the given diagram… Mini-Plenary: 3 Online Quizzes Assessment Rubrics Differentiated Tasks: Demonstrating knowledge of reporting in writing. Extensions: Making a research to write a report. Plenary: Answering multiple choice questions on non-chronological report writing. Home Learning: Providing sample reports based on criteria given. 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

This resource covers the integral, surface and deep features of spellings in writing. 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 the use of correct spelling in writing in your classroom. Learning Objectives: • Acquire basic spelling rules. • Spell the words correctly to help better pronunciation. • Use correct spellings in writing a text. This Resource Includes: 1. A Detailed Lesson Plan 2. Top 10 Spelling Rules 3. List of Misspelled Words 4. Spelling Rubrics 5. Spelling Worksheets (4 Exercises) Teachers can use this to enhance the spelling and writing skills of the learners, especially the technique needed to develop a habit of using correct spelling in writing.

A set of 15 task cards and exercises on poetry comprehension – A Girl Called Golden by David Bateson. After working with these worksheets students will be able to: Analyse the poem to make a critical appreciation. Identify the poetic devices and explain how they are used in the poem. Annotate the lines of the poem with reference to context. This download includes worksheets on: Inferring the meaning of the words from the context of the poem (Exercise 1) Finding clues to infer character of Betty Cuthbert. (Exercise 2) Making a critical appreciation of the poem (Exercise 3) Answering think a bit questions (Exercise 4) Answering poetry elements questions (Exercise 5) Relating stanzas for question and answers (Exercise 6) Identifying and explaining the poetic devices used in the poem (Exercise 7) Comparing and contrasting Betty with her classmates (Exercise 8) Thinking a bit and answering (Exercise 9) Answering poetic devices questions (Exercise 10) Summarizing the stanzas of the poem (Exercise 11) Identifying annotation elements (Exercise 12) Annotating the lines of the poem (Exercise 13) Answering comprehension questions (Exercise 14) Answering multiple choice questions (Exercise 15) 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 15 task cards and exercises on poetry comprehension – Full Moon and Little Frieda by Ted Hughes. After working with these worksheets students will be able to: Analyse the poem to make a critical appreciation. Identify the poetic devices and explain how they are used in the poem. Annotate the lines of the poem with reference to context. This download includes worksheets on: Inferring the meaning of the words from the context of the poem (Exercise 1) Writing lines that refer to given meanings (Exercise 2) Making a critical appreciation of the poem (Exercise 3) Answering think a bit questions (Exercise 4) Answering poetry elements questions (Exercise 5) Identifying the meaning of expressions used in the poem (Exercise 6) Identifying and explaining the poetic devices used in the poem (Exercise 7) Inferring clues to the characters in the poem (Exercise 8) Thinking a bit and answering (Exercise 9) Answering poetic devices questions (Exercise 10) Summarizing the stanzas of the poem (Exercise 11) Identifying annotation elements (Exercise 12) Annotating the lines of the poem (Exercise 13) Answering comprehension questions (Exercise 14) Answering multiple choice questions (Exercise 15) 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 worksheets with answers on prose comprehension for 6 sessions on teaching and learning of the story “The Model Millionaire” by Oscar Wilde based on New Bloom’s Taxonomy. This download includes: EXERCISE 1 - Find the meaning of certain expressions: words and phrases in the story. EXERCISE 2 - Use the setting element’s template to identify the setting elements to describe the setting of the story. EXERCISE 3 - Use the character description guide for the characterization of the main characters of the story. EXERCISE 4 - Use Freytag’s Pyramid to identify plot elements to develop the plot of the story. EXERCISE 5 - Use a story analysis guide to identify the story elements to do the critical appreciation of the story. EXERCISE 6 - Use the summary elements template to identify the summary elements to provide a summary of the story. EXERCISE 7 - Demonstrate the mastery of comprehension by answering given questions. Follow the rubrics. EXERCISE 8 - Answer the questions to demonstrate your skill of comprehension (Part 1). EXERCISE 9 - Answer the questions to demonstrate your skill of comprehension (Part 2). EXERCISE 10 - Answer the questions to demonstrate your skill of comprehension (Part 3). EXERCISE 11 - Answer the questions to demonstrate your skill of comprehension (Part 4). EXERCISE 12 - Answer the questions to demonstrate your skill of comprehension (Part 5). EXERCISE 13 - Answer the vocabulary related questions to demonstrate your skill of comprehension (Part 1). EXERCISE 14 - Answer the vocabulary related questions to demonstrate your skill of comprehension (Part 2). EXERCISE 15 - Answer the literary technique related questions to demonstrate your skill of comprehension. EXERCISE 16 - Answer the characterization questions to demonstrate your skill of comprehension. EXERCISE 17 - Answer the plot-related questions to demonstrate your skill of comprehension. EXERCISE 18 - Answer the story element related questions to demonstrate your skill of comprehension. EXERCISE 19 - Answer the following comprehension questions (Part 1). EXERCISE 20 - Answer the following comprehension questions (Part 2).

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 unit set of worksheets and answers with 6 sessions on teaching and learning resources of prepositions based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Preposition Corners Activity 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. 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. 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. 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 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 package of 9 task cards on comparison rhetorical devices. This resource includes exercises on: Comparing two unlike things Forming rhetorical statements Completing the analogy Identifying what is exaggerated Demonstrating comparison devices knowledge in writing Determining simile or metaphor Teachers can use these task cards to enhance the vocabulary, reading, language, reading, and writing skills of the learners. 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 Vocabulary - Connectives and Transitions. 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 completing this New Bloom’s Taxonomy-based lesson students will be able to: Recognise the meaning of connectives and transitions based on their usage. Classify the connectives and transitions based on their functions. Use connectives and transitions to join clauses or sentence elements. Use connectives and transitions to bring structure and clarity to writing. Use error identification strategy to find the correct use of connectives and transitions. Create sentences with connectives and transitions to convey specific meanings and add variety to 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

This Unit Plan is perfect for teaching Irony – Verbal, Situational and Dramatic. 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 irony types – verbal, situational and dramatic. Examine the examples of irony and state what is ironic in them. Show examples of irony that use language, which normally signifies the opposite. Interpret a given text and identify the examples of irony. Evaluate a text and explain how irony is used in it. Use language to express the opposite of what is expected for humorous or emphatic effect. 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 is perfect for teaching Definite and Indefinite Articles – ‘A’, ‘An’ and ‘The’. These no prep activities would be great for ELA lessons. Your students will love these self-grading exercises that are gamified for student engagement. LEARNING OBJECTIVES: To recognise and recall types of articles. To describe and explain the uses of articles. To use rules of placing definite and indefinite articles. To draw links between definite and indefinite articles. To justify the right use of articles as determiners. To produce sentences placing articles before a noun. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Classify articles as definite (the) and indefinite (‘a’ and ‘an’). Identify the use of ‘a’, ‘an’, ‘the’ and zero article before a given noun. Place ‘a’, ‘an’, ‘the’ and zero article correctly before a given noun. Use ‘a’, ‘an’ and ‘the’ to determine a given noun. Identify the errors to ensure the correct use of ‘a’, ‘an’, ‘the’ and zero articles as determiners. Create new sentences using ‘a’, ‘an’, ‘the’ and zero article that determine nouns.

This PowerPoint Presentation is perfect for teaching Spelling – Words Ending -able and -ible. 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: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. This download includes: EXERCISE 1: Give examples for adjectives made by adding suffix -able to verbs. EXERCISE 2: Give examples for adjectives made by adding suffix -ible to verbs. EXERCISE 3: Add a correct suffix: -able or -ible to the stem to complete the adjective. EXERCISE 4: Choose a correct suffix (-able or -ible) to fill each of the blanks. EXERCISE 5: Choose a correctly spelled adjective that ends in –able or –ible suffix to fill each of the blanks. EXERCISE 6: Choose a correctly spelled synonymous adjective that ends in suffix -able or –ible to fill each of the blanks. EXERCISE 7: Identify the spelling changes that occur when adding a suffix -able or -ible to verbs in forming an adjectives. EXERCISE 8: Identify the spelling changes that occur when adding a suffix -able to existing words. EXERCISE 9: Identify the verbs that take only the suffix -able. EXERCISE 10: Identify the verbs that take only the suffix -ible. EXERCISE 11: Identify the spelling rules applied in changing the verbs into adjectives. EXERCISE 12: Choose the right option that gives the meaning of -able or -ible word - a or b – to fill in the blank. EXERCISE 13: Exercise error identification to correct the inappropriate use of suffix in forming adjectives. EXERCISE 14: Exercise error identification to assess the correct use of suffixes: -able or –ible – Part 1 and 2. EXERCISE 15: Use adjectives that end in suffixes -able and -ible in writing. EXERCISE 16: Change each verb to an adjective that ends in -able. EXERCISE 17: Change each verb to an adjective that ends in -ible.

This Unit Lesson Plan is perfect for teaching Description - Reading and Writing. 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 descriptive vocabulary and the emotive language used in a description. Identify the figurative language used in a description. Apply existing knowledge to describe the real situations. Use descriptive techniques to plan a sample description. Use PQP or TAG technique to evaluate a description. Use descriptive techniques to write a well-structured description. This download includes: EXERCISE 1: Match the terms (1-14) with their meaning (A-N). EXERCISE 2: Identify the adjectives, adverbs and sensory imagery (visual, auditory, olfactory, tactile and gustatory) used in the following description. EXERCISE 3: Identify the comparison devices (simile, metaphor, personification and hyperbole) and sound devices (onomatopoeia, alliteration, internal rhyme and repletion) used in the following description. EXERCISE 4: Create word images with the given phrases. Make sure you show and not just tell. EXERCISE 5: Use the given adjectives to describe the nouns in the pictures. EXERCISE 6: Use the given adverbs to describe the action in the pictures. Follow the instructions. EXERCISE 7: Describe the following images to create word-images. Follow the instructions and use the given descriptors. EXERCISE 8: Use comparison devices to describe the following images. Follow the instructions given below. EXERCISE 9: Use sound devices to describe the following images. Follow the instructions given below. EXERCISE 10: Answer the following questions to demonstrate your knowledge of description. EXERCISE 11: Plan a sample description of a noun – a place – a beach. Use the following planning frame. EXERCISE 12: Use the following descriptive vocabulary to describe all that you see, hear, feel, taste and smell at the beach. EXERCISE 13: Frame sentences using selected descriptive vocabulary and the sample plan to make a first draft. EXERCISE 14: Use the PQP technique to evaluate the following description. EXERCISE 15: Use the TAG technique to evaluate the following description. EXERCISE 16: Make a final draft of the planned description of a noun – a place – a beach. Use the following descriptive structure. EXERCISE 17: Use your knowledge of DESCRIPTION to write on any one of the following. RUBRICS: Description Checklist and 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 set of 10 ready to use worksheets with answers on argumentative writing. After working with these worksheets students will be able to: Recall conventions of argumentative writing. Apply authorial technique to organize arguments logically. Analyse author’s use of language and the impact of it in argumentation. Demonstrate argumentation skill in writing using language and tone appropriate to the audience. This download includes worksheets on: Deciding whether the given images are - an argument, a fight, or a debate. Using PPC, PEE, and IQC models to construct arguments. Choosing a cross-curriculum topic to construct arguments. Using Toulmin Argument Model to construct an argument. Demonstrating the skill of argumentation in writing. Answering multiple choice questions on argumentative writing. Identifying the key elements of an argumentative paragraph. Using PEEL technique to analyze an argument. Reading the argument to answer questions. Reading the argument on “Be Yourself” to answer 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

These worksheets are perfect for teaching Reading Skills through a Humourous Narrative Poetry - Crack-a-Dawn by Brian Morse. 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 completing this New Bloom’s Taxonomy-based lesson students will be able to: Find the meaning of challenging words and expressions in the poem. List down the key elements of the poem. Use textual clues to answer retrieval and inferential questions. Follow specified criteria to analyse the poem to find its poetry elements. Follow PEE model to evaluate the poet’s use of hyperbole and irony in the poem. Write the summary and create a critical appreciation of the poem. This Download Includes: EXERCISE 1: Choose the correct word/s to complete these lines about the poem. EXERCISE 2: Answer the following questions to demonstrate your understanding of the poem. EXERCISE 3: Read these statements and decide if they are ‘True’ or ‘False’. APPLYING EXERCISE 4: Use textual clues to answer the following retrieval questions. EXERCISE 5: Use textual clues to answer the following inferential questions. EXERCISE 6: Follow the specified criteria to find poetry elements of the poem. EXERCISE 7: Analyse the following questions to demonstrate your knowledge of poetry elements. EXERCISE 8: Answer the following questions to check your understanding of poetry elements. EXERCISE 9: Follow PEE model to evaluate the poet’s use of hyperbole in the poem. EXERCISE 10: Follow PEE model to evaluate the poet’s use of irony in the poem. EXERCISE 11: Determine which things Darren’s mum says that you think are true and which you think are not true. EXERCISE 12: Answer the questions to check your knowledge of hyperbole as used in the poem. EXERCISE 13: Answer the questions to demonstrate your knowledge of irony as used in the poem. EXERCISE 14: Briefly summarise the meaning of the poem. EXERCISE 15: Follow the characterisation guide to gather character elements of Darren based on the poem, then make a character sketch. EXERCISE 16: Follow the prompt to make a critical appreciation of the poem. EXERCISE 17: Follow the PEEL model to explain the reader impact of the use of hyperbole in the poem. EXERCISE 18: Follow the PEEL model to explain the reader impact of the use of irony in the poem. EXERCISE 19: Imagine you are counting down to an event (birthday, holiday, new year, last day at school, etc.). Write a poem counting down from ten to zero, describing your feelings using figurative language (hyperbole and irony) to exaggerate how you get more and more excited as the event gets closer.

These worksheets are perfect for teaching Reading Skills through a Narrative Poetry - The Song of Hiawatha by H. W. Longfellow. 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. This Download Includes: EXERCISE 1: Match the words (1-14) with their meanings (A-N). EXERCISE 2: Match the adjectives (1-8) with the words they describe (A-H) in the poem. EXERCISE 3: Look at the sentence structure in the poem. Sometimes the poet changes the order of the words in a sentence so that something important appears as the first word. Match the sentences (1-4) with their correct word order (A-B). EXERCISE 4: Read the sentences about the poem and decide if they are true or false. EXERCISE 5: What does Hiawatha learn about his “Chickens” and “Brothers”? Complete these sentences with the given words. EXERCISE 6: Answer the following retrieval questions. EXERCISE 7: Answer the following inferential questions. EXERCISE 8: Follow the specified criteria to identify the poetry elements of the poem. EXERCISE 9: Answer the following questions to demonstrate your knowledge of poetry elements – Part 1-3. EXERCISE 10: Follow PEE model to evaluate the poet’s use of personification and hyperbole in the poem. EXERCISE 11: Follow PEE model to evaluate the poet’s use of imagery in the poem. EXERCISE 12: Answer the questions to check your understanding of the figurative language used in the poem. EXERCISE 13: Follow PEE model to evaluate the poet’s use of repletion, alliteration and onomatopoeia in the poem. EXERCISE 14: Answer the questions to check your understanding of the sound poetic devices used in the poem. EXERCISE 15: Briefly summarise the meaning of the poem. EXERCISE 16: Follow the characterisation guide to describe the character of Nokomis, based on what you learn in the poem. EXERCISE 17: Follow the prompt to make a critical appreciation of the poem. EXERCISE 18: Follow the PEEL model to explain the reader impact of the use of personification in the poem. EXERCISE 19: Follow the PEEL model to explain the reader impact of the use of hyperbole in the poem. EXERCISE 20: Follow the PEEL model to explain the reader impact of the use of imagery in the poem. EXERCISE 21: Follow the PEEL model to explain the reader impact of the use of sound poetic device in the poem.

These Google Slides are perfect for teaching Spelling – Words ending -sure or -ture. 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: To recall the spelling rules associated with words ending with ch, sh and zh sounding suffixes. To understand the rules for spelling nouns ending with the ch, sh and zh sound. To apply the conventions of spelling for adding ch, sh or zh sounding suffixes to existing words. To analyse the use of ch, sh and zh sounding suffixes and roots as clues to the meaning of a word. To evaluate the correct use of ch, sh and zh sounding suffixes in forming nouns. To create nouns from existing verbs/words using ch, sh and zh sounding suffixes. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Recall that the words ending in ‘ch’ sound are spelt ‘ture’ or ‘cher’ and ‘zh’ or ‘sh’ sounds spelt ‘sure’. Identify the correct spelling of words ending –ture, -cher and -sure. Spell words ending with –ture, -cher and –sure suffixes. Use –ture, -cher and –sure suffixes to form nouns and use verbs as clues to the meaning of nouns. Exercise error identification to ensure the correct use of –ture, -cher and –sure suffixes in forming nouns. Spell words ending –ture, -cher and -sure correctly in my writing.

This PowerPoint Presentation is perfect for teaching Spelling – Words Ending -sure or -ture. 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: To recall the spelling rules associated with words ending with ch, sh and zh sounding suffixes. To understand the rules for spelling nouns ending with the ch, sh and zh sound. To apply the conventions of spelling for adding ch, sh or zh sounding suffixes to existing words. To analyse the use of ch, sh and zh sounding suffixes and roots as clues to the meaning of a word. To evaluate the correct use of ch, sh and zh sounding suffixes in forming nouns. To create nouns from existing verbs/words using ch, sh and zh sounding suffixes. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Recall that the words ending in ‘ch’ sound are spelt ‘ture’ or ‘cher’ and ‘zh’ or ‘sh’ sounds spelt ‘sure’. Identify the correct spelling of words ending –ture, -cher and -sure. Spell words ending with –ture, -cher and –sure suffixes. Use –ture, -cher and –sure suffixes to form nouns and use verbs as clues to the meaning of nouns. Exercise error identification to ensure the correct use of –ture, -cher and –sure suffixes in forming nouns. Spell words ending –ture, -cher and -sure correctly in my writing.

A lesson plan that presents teaching and learning resources on spoken vs written English. After completing this lesson, the students will be able to: Generate ideas and plans to speak English fluently. Develop a draft to show the difference between written and spoken English. List the basic tips for successful public speaking. Demonstrate the use of spoken and written English effectively. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Written English, Spoken English Flipped Lesson Part - Video - Written vs Spoken English Engaging and Creative Lesson Starter – Impromptu Speaking Success Criteria - Written vs Spoken English Checklist Scaffolding Notes - · Fluency Tips, Written vs Spoken, Speaking Tips Collaborative Group Tasks – Pair-Speak, Think-Speak, Write-Speak Mini-Plenary with Critical Thinking Questions – Online Quiz, Questions 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 - Listening Triangles Home Learning for Reinforcement – 4 Worksheets and Task Cards Common Core Standards - ELA-LITERACY.SL.11-12.1a/2-6 Skills to be addressed during the Lesson - 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