This PowerPoint Presentation is perfect for teaching Spelling – Shul Sounding Suffixes -cial and -tial. 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 shul sounding suffixes. To understand the rules for spelling adjectives ending with the shul sound. To apply the conventions of spelling for adding shul sounding suffixes to existing words. To analyse the use of shul sounding suffixes and roots as clues to the meaning of a word. To evaluate the correct use of shul sounding suffixes in forming adjectives. To create adjectives from nouns using shul sounding suffixes. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Recall that the shul sound is spelt ‘-cial’ after a vowel and ‘-tial’ after a consonant. Choose a correct shul sound (-cial or -tial) to form an adjective from a noun. Spell words ending with the shul sound (-cial or –tial) correctly. Use the shul sound (-cial or –tial) to form adjectives, and use nouns as clues to the meaning of adjectives. Exercise error identification to assess the correct use of shul sound (-cial or –tial) to form adjectives. Spell words ending with the shul sound (-cial or –tial) correctly in their own writing.

These Worksheets with Answers are perfect for teaching Reading Comprehension through a Folklore Fable - The Discontented Fish. 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 activities students will be able to: Find the meaning of the challenging words and expressions in the story. Identify the key events of the story. Use textual clues to answer the retrieval and inferential questions. Analyse the story to find its plot elements – exposition, rising action, climax, falling action and resolution. Evaluate the text to find its story elements – genre, message, speaker, point of view, tone, conflict type, authorial techniques, plot type, language register, purpose and style. Write a summary, make a character description and create a critical appreciation of the story. This Download Includes: EXERCISE 1: Match the WORDS (1-11) with their MEANINGS (A-K). EXERCISE 2: The author uses different descriptions to describe the pool and the discontented fish in the pool as well as in the river. Sort the descriptions into the correct columns. EXERCISE 3: Order the events that happened in the life of the discontented fish as mentioned in the story. EXERCISE 4: Read the sentences about the discontented fish and decide if they are ‘True’ or ‘False’. EXERCISE 5: Match the CAUSES (1-8) of the EFFECTS (A-H) when the discontented fish arrived in the big river and returned. EXERCISE 6: Identify the different feelings that the discontented fish would have at different points during the story. Why would he feel these different emotions? EXERCISE 7: Answer the following retrieval questions. EXERCISE 8: Answer the following simple inferential questions. EXERCISE 9: Answer the following complex inferential questions. EXERCISE 10: Follow Freytag’s Pyramid to identify the plot elements of the story. EXERCISE 11: Follow the analysis guide to identify the story elements the story. EXERCISE 12: Answer the following questions to demonstrate your understanding of story elements. EXERCISE 13: Briefly summarise the meaning of the story. Use the plot elements to write your summary. Follow the following prompt. EXERCISE 14: Follow the prompt to make a critical appreciation of the poem. EXERCISE 15: Follow the characterisation guide to describe the character of the discontented fish, based on what you learn in the story. EXERCISE 16: Make a diary entry as if you were the discontented fish, reflecting on your feelings about what you don’t like about the pool, why you want to leave and what you hope to find.

This PowerPoint Presentation is perfect for teaching Standard English Conventions – Misplaced Modifiers and Dangling Modifiers. 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: Review the common mistakes writers make by improperly placing modifiers in sentences. Review the ambiguity not clearly stated subject of the modifier creates in a sentence. Compare and contrast improperly placed modifier and not clearly stated subject of the modifier. Identify the errors to ensure that all modifiers are placed as close as possible to the things that they are meant to modify. Identify the errors to ensure that the subject of the modifier is clearly stated in the sentence. Create new sentences ensuring modifiers are placed properly and subject of the modifiers are stated clearly. This download includes: EXERCISE 1: Review the common mistakes writers make by improperly placing modifiers in sentences. EXERCISE 2: Review the ambiguity not clearly stated subject of the modifier creates in a sentence. EXERCISE 3: Compare and contrast given sentences for a misplaced modifier. EXERCISE 4: Compare and contrast given sentences for a dangling modifier. EXERCISE 5: Compare and contrast improperly placed modifier and not clearly stated subject of the modifier. EXERCISE 6: Identify the errors to ensure that all modifiers are placed as close as possible to the things that they are meant to modify (Part 1-4). EXERCISE 7: Identify the errors to ensure that the subject of the modifier is clearly stated in the sentence (Part 1-4). EXERCISE 8: Create new sentences ensuring modifiers are placed properly and subject of the modifiers are stated clearly.

These Worksheets with a Answer Key are perfect for teaching how to write an Information Text - Compare-Contrast. 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. This Download Includes: EXERCISE 1: Which of the paragraphs below are compare-contrast texts? EXERCISE 2: Identify the structure of the following compare-contrast text organised by aspects. EXERCISE 3: Identify the structure of the following compare-contrast text organised by topics. EXERCISE 4: Identify the structure of the following compare-contrast text organised by arguments. EXERCISE 5: Match the sentences with the best compare-contrast key words. EXERCISE 6: Use following transitions and signal/clue/key words to fill in the blanks in the compare-contrast text. You may use some words or phrases more than once. EXERCISE 7: Identify the transitions and clue/signal/key words used in the following sample compare-contrast text. EXERCISE 8: Use transitions and clue/signal/key words to rewrite the given compare-contrast text. EXERCISE 9: Demonstrate your understanding of compare-contrast texts. EXERCISE 10: Identify the techniques used by the author in structuring a compare-contrast text. EXERCISE 11: Identify the two related nouns that are compared or contrasted. EXERCISE 12: Identify the similarities or differences in the following compare-contrast texts. EXERCISE 13: Identify what is compared and contrasted in the given compare-contrast texts. EXERCISE 14: Provide a one-sentence comparison, contrast or compare-contrast, as directed, for the following visuals. EXERCISE 15: Write a comparison paragraph – books vs movies. Use the sample plan, signal/clue/key words and sentence frame. EXERCISE 16: Write a contrasting paragraph – comedy vs tragedy. Use the sample plan, signal/clue/key words and sentence frame. EXERCISE 17: Distinguish between apples and oranges. Follow the planning frame to plan your compare-contrast information text. EXERCISE 18: Use the sentence frame to write the first draft of your compare-contrast information text – apples vs oranges. EXERCISE 19: Use the rubric to peer evaluate student work. EXERCISE 20: Select a task that goes with your level and create a compare-contrast information text. EXERCISE 21: Use the following prompts to create compare-contrast information texts. Use the text structure.

These Worksheets are perfect for teaching how to write an Information Text - Cause-Effect. 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. This Download Includes: EXERCISE 1: Recall your knowledge of information texts. EXERCISE 2: Define the terms cause and effect. EXERCISE 3: Identify the techniques used by the authors in structuring the given information text. EXERCISE 4: Match the sentences with the best cause-effect key words. EXERCISE 5: Use following transitions and signal/clue/key words to fill in the blanks in the cause-effect text. You may use some words or phrases more than once. EXERCISE 6: Use transitions and clue/signal/key words to rewrite the given cause-effect text. EXERCISE 7: Identify the structure of the cause-effect text organised by causes. EXERCISE 8: Identify the structure of the cause-effect text organised by effects. EXERCISE 9: Identify the structure of the cause-effect text organised by causes and effects. EXERCISE 10: Identify the cause and effect in the given sentences. EXERCISE 11: Is the underlined part of the sentence the cause or the effect? EXERCISE 12: Identify the cause or the effect to the specified cause and effect in the following texts. EXERCISE 13: Identify the cause or the effect in the following texts. EXERCISE 14: Choose a possible cause or effect as directed. EXERCISE 15: What is the cause or effect in the given sentences? EXERCISE 16: Identify most likely cause or effect of the following instances. EXERCISE 17: Choose a possible cause or effect to fill in the blank. EXERCISE 18: Determine whether the following cause-effect texts are organised by causes, effects or both. EXERCISE 19: Choose a possible cause or effect that goes with the visual to fill in the blank. EXERCISE 20: Identify the cause in the picture, then choose a possible effect. EXERCISE 21: Identify the cause and effect in each of the following pictures. EXERCISE 22: Discuss the main causes and effects of air pollution. Follow the planning frame to plan your cause-effect information text. EXERCISE 23: Use the sentence frame to write the first draft of your cause-effect information text – air pollution. EXERCISE 24: Use the rubric to peer evaluate student work. EXERCISE 25: Select a task that goes with your level and create a cause-effect information text. EXERCISE 26: You may choose any three assignments to make a TIC-TAC-TOE. The assignments must be three in a row down, across or diagonal.

These Worksheets are perfect for teaching how to write an information text. 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 activities, your students will be able to: Identify the structure and features of information text types. Identify the techniques used by the author in structuring information text types. Identify the purpose of the information text types. Plan and write the first draft of information text. Peer evaluate information text with constructive feedback. Integrate the peer feedback and write a final draft of their information text.

A set of 14 task cards on poetry comprehension – Sympathy by Charles Mackay. 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 resource includes: Identification of poetry elements (Exercise 1) Critical appreciation of the poem (Exercise 2) Diary entry based on the poem (Exercise 3) Planning to write a poems (Exercise 4) Selecting correct option to answer questions (Exercise 5) Meanings of expression used in poems (Exercise 6) Identification of poetic devices (Exercise 7) Explanation of the poetic devices as used in the poem (Exercise 8) Creating poems (Exercise 9) Comprehension Questions (Exercise 10) Summarizing the meaning (Exercise 11) Identification of annotation elements (Exercise 12) Annotating the lines of the poem (Exercise 13) Analyzing poems (Exercise 14) 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 using prompts to speak. After completing this lesson, the students will be able to: Explain the meaning of prompts. Generate list of prompts types. Acquire steps to use speaking prompts. Use varied prompts to speak. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Prompt, Textual, Visual, Physical Flipped Lesson Part - Video - Taking Notes for Speaking Topics Engaging and Creative Lesson Starter – Impromptu Speaking Success Criteria - Prompt Speaking Checklist Scaffolding Notes - Prompt Types, Prompt Steps 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

A lesson plan that presents teaching and learning resources on Shakespearean and Miltonic Sonnets. After completing this lesson, the students will be able to: List sonnet types and their features. Analyse the structure of a sonnet. Compare and contrast Shakespearean Sonnets with Miltonic. Demonstrate your knowledge of sonnets in writing. This Resource includes: Real Life Application and Cross-Curriculum Links Flipped Lesson Part - Videos on Sonnets Success Criteria - Sonnets Checklist Lesson Starter: Vocabulary Check Discussion: Sonnet Types Structure of Shakespearean Sonnet Structure of Miltonic Sonnet Collaborative Tasks: Pair-Share: Identifying the structure of given Shakespearean Sonnet. Ask-Write: Identifying the structure of given Miltonic Sonnet. Write-Advance: Comparing Shakespearean and Miltonic Sonnets. Mini-Plenary: 4 Online Quizzes Assessment Rubrics Differentiated Tasks: 4 Activities Extensions: Comprehending a Shakespearean Prologue. Plenary: Testing student understanding of sonnets. Home Learning: Reading sonnets to answer challenging questions. Paraphrasing sonnets. Providing modern text to sonnets. Common Core Standards: ELA-Literacy-RL.9-10.9/11-12.4/7 Skills: Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A lesson plan that presents teaching resources for using textual prompts - proverbs - to write. This package gives perfect teaching resources that will help the teachers to walk into the classroom with ready to teach confidence as it covers all that a teacher and a student need for a writing lesson using writing prompts. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Prompt, Textual, Proverb Flipped Lesson Part - Videos and Websites - Writing Prompts Engaging and Creative Lesson Starter – Discussion Game Using Proverbs Success Criteria - Writing Prompts Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - 6 Steps to Use Prompts to Write, Prompts Types Mini-Plenary with Critical Thinking Questions – 3 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - 3 Online Exercises Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 6 Worksheets Common Core Standards - ELA-LITERACY.W.6-8.2-5/L.6-8.2 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adjectives, Adverbs, Verbs Teachers can use this resource to give a complete knowledge and understanding of the use of writing prompts to the learners, thereby helping them to enhance their writing skills.

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

A unit lesson plan on prose comprehension of the fictional story, “Trouble Half-Way” (an extract) by Jan Mark based on New Bloom’s Taxonomy. After completing this unit students will be able to: Find meaning of certain expressions - words and phrases - in the story. Answer questions to demonstrate knowledge of the setting of the story. Use the guide to identify character traits and make a character sketch of the main characters in the story. Use Freytag’s Pyramid to identify the elements and develop the plot of the story. Use analysis guide to identify the elements and make the critical appreciation of the story. Make a diary entry from the point of view of a main character in the story. 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

Interactive, self-grading and paperless boom cards on teaching and learning resources of words ending in -cious and -tious based on New Bloom’s Taxonomy. After attempting these boom cards 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. 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.

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

These Worksheets are perfect for teaching Spelling - Irregular Spellings and Silent Letters. 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: Provide an example each for the rules of words with irregular rules. Provide an example each for the rules of the words with silent letters. Apply spelling rules to add –ed or –ing to words ending in ‘-fer‘; and use words with “Y” that sound like “I”. Analyse the given text to identify the use of words with silent letters in writing. Assess the accurate use of words spelt ‘CH’, ‘SC’, ‘EI’, ‘EIGH‘, ‘EY‘, ‘OU’ and ‘OUGH‘ in writing. Create new word patterns with words ending in –fer; words with silent letters; and words spelt ‘CH’, ‘SC’, ‘EI’, ‘EIGH‘, ‘EY‘, ‘OU’ and‘OUGH‘. This download includes: EXERCISE 1: Provide an example each for the spelling rules to go with the description of them. Use the given root words. EXERCISE 2: Provide an example each for the spelling rules to go with the description and sound associated with them. Use the words in the box. EXERCISE 3: Provide an example each for words with silent letter/s to go with the description of them. Use the words given in the box. EXERCISE 4: Identify the odd ones out. EXERCISE 5: Apply spelling rules to add –ed or –ing to words ending in '-fer‘. EXERCISE 6: Apply spelling rules to use words with “Y” that sound like “I”. EXERCISE 7: Analyse the given text to identify the use of words with silent letters in writing. EXERCISE 8: Assess the accurate use of words spelt ‘CH‘ in writing. EXERCISE 9: Assess the accurate use of words spelt ‘SC‘ in writing. EXERCISE 10: Assess the accurate use of words spelt ‘SC‘ with their appropriate sound in writing. EXERCISE 11: Assess the accurate use of words spelt ‘EI’, ‘EIGH’ and ‘EY‘ in writing. EXERCISE 12: Assess the accurate use of words spelt ‘OU’ and ‘OUGH‘ in writing. EXERCISE 13: Create new word patterns with words ending in –fer; words with silent letters; and words spelt ‘CH’, ‘SC’, ‘EI’, ‘EIGH‘, ‘EY‘, ‘OU’ and ‘OUGH‘.