A unit plan with 5 sessions on prose comprehension of a children’s fictional story, “Alice in Wonderland” by Lewis Carroll. 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 PowerPoint Presentation of unit plan with 3 sessions on poetry comprehension – Dragon Dance by Max Fatchen. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poem, Introduction, and Summary (Scaffold Notes 1) Poet Information (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Paraphrasing the poem to its literal meaning (Exercise 1) Ask-Write - Inferring the mood of the poem (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Comprehending the poems (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Poetic Devices Prompts (Scaffold Notes 11) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 12) Differentiated Tasks - Poetry Comprehension (Exercise 8) Plenary – Answering poetic devices questions (Exercise 9) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Collaborative Group Tasks: Ask-Write - Identification of annotation elements (Exercise 10) Write-Advance - Annotating the lines of the poem (Exercise 11) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Presenting answers in poem form (Exercise 12) Plenary - Answering multiple choice questions (Exercise 13) Home Learning: Online Comprehension Passages - 4 Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Lesson presentation 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

Lesson Presentation with 3 sessions on poetry comprehension – On His Blindness by John Milton. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poem and Summary (Scaffold Notes 1) Introduction and Poet (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Sonnet Types (Scaffold Notes 3) Miltonic Sonnet Structure (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Matching the meanings with the words used for the lesson (Exercise 1) Ask-Write - Identifying the octet, sestet, rhyme scheme, and the syllables (Exercise 2) Write-Advance – Making a critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering think a bit questions (Exercise 4) Plenary – Testing student understanding of sonnets (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 – Finding what words/phrases/clauses suggest in the sonnet (Exercise 6) Ask-Write - Identifying and explaining the poetic devices used in the poem (Exercise 7) Write-Advance - Finding clues to infer character of Milton in the Octet and Sestet (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Explanation Prompts for Figures of Speech (Scaffold Notes 14) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write -Identifying annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Answering annotation questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering comprehension questions (Exercise 16) Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A ready to use PowerPoint presentation 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 unit lesson presentation 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 unit powerpoint presentation on reading diary with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: An Extract from ‘Diary of a Wimpy Kid’ by Jeff Kinney EXERCISE 1: Match the meanings (A-I) to the words (1-9) they refer to in the text. EXERCISE 2: Determine the meaning of words and phrases as they are used in the text. EXERCISE 3: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text EXERCISE 4: Determine the central idea of the text. EXERCISE 5: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of transition types and descriptive vocabulary. EXERCISE 6: Write IQC (Idea-Quote-Conclude) paragraphs about the use of transition types in the text. EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of descriptive vocabulary in the text. EXERCISE 8: Analyse the impact of specific word choices on meaning of the text. EXERCISE 9: Analyse the development of language and vocabulary over the course of the text. EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text. EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the sentence structure in the text. EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of sentence structure in the text. EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept. EXERCISE 14: Draw conclusions based on textual clues and prepare your own comprehension question types with answers from the text. EXERCISE 15: Use the reading strategies to answer open-ended questions. EXERCISE 16: Use textual clues to answer the comprehension questions. EXERCISE 17: Cite the textual evidence that most strongly supports to answer the questions. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques. EXERCISE 19: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text. EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text. EXERCISE 21: Determine what can be inferred when the text says what it says. EXERCISE 22: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. EXERCISE 24: Determine the text elements for the given text. EXERCISE 25: Evaluate the argument and specific claims in the text. EXERCISE 26: Determine the author’s point of view or purpose in the text. EXERCISE 27: Make a diary entry about your experience during these challenging times. RUBRICS: Diary Entry Rubrics

A unit presentation 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.

Interactive, self-grading and paperless boom cards on teaching and learning resources of place prepositions. After attempting these interactive boom cards students will be able to: Acquire understanding of preposition rules. Learn how and when to use place prepositions. Demonstrate the correct use of prepositions of place in writing. Use the relationship between particular words to better understand each of the words. Identify the properties of place prepositions. Identify how a preposition of place is used in the given sentences. Verbalise the relationships that the place prepositions signal between the nouns. Please Note: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial. 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

Web-based, collaborative and easy to use interactive Google Slides on poetry comprehension of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy. This download includes: POEM: The Titanic by Gillian Clarke SESSION 1: REMEMBERING 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. SESSION 2: UNDERSTANDING 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. SESSION 3: APPLYING 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. SESSION 4: ANALYSING 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. SESSION 5: EVALUATING 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. SESSION 6: CREATING 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.

Interactive, self-grading and paperless boom cards on teaching and learning resources of homophones, homographs and homonyms based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Compare and contrast homophones, homonyms and homographs. Recall the meaning of homophones, homonyms and homographs. Identify the given set of words as homophones, homographs and homonyms. Analyse the given sentences for the accurate use of homophones, homographs and homonyms. Evaluate the given sentences and identify the errors in the use of homophones. Frame sentences with homophones, homographs and homonyms to go with the given meanings. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

Interactive, self-grading and paperless boom cards on teaching and learning resources of words ending in –cious, -tious, -cial, -tial, -able and -able based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

Interactive, self-grading and paperless boom cards on teaching and learning resources of subject-verb agreement based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

These Boom Cards are perfect for teaching Rhetorical Comparison Devices – Simile, Metaphor, Hyperbole and Analogy. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy based Boom Cards students will be able to: Note the definitions, purposes and quick memory tips to interpret and verbalise the rhetorical comparison devices in the graphics. Compare and contrast rhetorical comparison devices and find their similarities and differences with examples. Form rhetoric statements to go with the graphics that exemplify the rhetorical comparison devices. Analyse and state what is being compared in the text using rhetorical comparison devices. Identify the impact of the use of rhetorical comparison devices in the given text. Create expressions for the rhetorical comparison devices using the given patterns. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

These Boom Cards are perfect for teaching Grammar – Direct and Indirect Speech. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: List the similarities and differences between direct and indirect speech. Identify the changes seen in adverbs, modal verbs and pronouns when converting direct into indirect speech. Identify the structure of the sentences when the speech is direct and indirect. Test their understanding of the changes seen in verb tenses when converting direct into indirect speech. Use commas, inverted commas and relevant end punctuation to mark direct speech and quotations. Use narrative techniques, such as dialogue to develop experiences, events and characters. These digital task cards would be great on a: laptop desktop Chromebook tablet mobile device Smart Board Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.