JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
JOHN’S EDU MARKET stands out for its unique share of resources and information. Teachers can use these resources to support students as they include well-formulated lesson plans, carefully designed support material, and well-planned worksheets. This platform aims at bringing "Tomorrow's lessons to today's classroom, and today's lessons to a classroom now". The Teacher-Author of this platform is an English graduate, associated with Gems Education as a Subject Leader of English.
A unit set of worksheets and answers with 6 sessions on teaching and learning resources of writing a biography based on New Bloom’s Taxonomy.
This download includes:
EXERCISE 1: Compare and contrast a biography and an autobiography.
EXERCISE 2: Identify the sentences that answer the given questions to show the structure and features of a sample biography.
EXERCISE 3: Determine the author’s use of narrative language and techniques for the given sample biography – Part 1.
EXERCISE 4: Determine the author’s use of narrative language and techniques for the given sample biography – Part 2.
EXERCISE 5: Demonstrate your knowledge of writing a biography by attempting any one of the following tasks. Focus on content, ideas, organization, voice, word choice, vocabulary, sentence structure and conventions as suggested by rubrics.
EXERCISE 6: Follow either the graphic organizer or Bio Cube to plan a biography on a chosen person.
EXERCISE 7: Follow the biography structure to organise the first draft of a planned biography on the chosen person.
EXERCISE 8: Use the checklist to evaluate each other’s work with constructive feedback.
EXERCISE 9: Use the rubrics to evaluate each other’s work with constructive feedback.
EXERCISE 10: Follow the teacher instructions and student feedback to write the final draft of the drafted biography. Write your own biography and publish it on Writing with Writers.
EXERCISE 11: Read an extract from the biography of Albert Einstein and answer the comprehension questions.
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A unit plan on prose comprehension for 6 sessions on teaching and learning of the story, “The Scarecrow and His Servant” (an extract) by Philip Pullman based on New Bloom’s Taxonomy.
This download includes:
STORY: An extract from “The Scarecrow and His Servant” by Philip Pullman
EXERCISE 1: Match the meanings (A-N) to the words (1-14) they refer to.
EXERCISE 2: Find meaning of certain expressions: words and phrases in the story.
EXERCISE 3: Analyse the impact of specific word choices.
Scaffolding Notes 1: Setting Elements Template
EXERCISE 4: Use the template to identify the setting elements of the story.
EXERCISE 5: Answer the questions to demonstrate your knowledge of the setting of the story.
Scaffolding Notes 2: Character Description Guide
EXERCISE 6: Use the guide to identify character traits and make a character sketch of the main characters in the story.
EXERCISE 7: Answer the characterization questions to demonstrate your skill of comprehension.
EXERCISE 8: Answer the questions to demonstrate your understanding of characterisation.
Scaffolding Notes 3: Freytag’s Pyramid – Plot Diagram
Scaffolding Notes 4: Plot Elements Template
EXERCISE 9: Use Freytag’s Pyramid to identify plot elements.
EXERCISE 10: Answer the plot-related questions to demonstrate your skill of comprehension.
Scaffolding Notes 5: Story Analysis Guide
EXERCISE 11: Use the analysis guide to identify the story elements the story.
EXERCISE 12: Answer the questions citing the textual evidence that most strongly supports the analysis.
EXERCISE 13: Answer questions based on what the text says explicitly and the inferences drawn from the text.
EXERCISE 14: Answer the questions to demonstrate your skill of literary techniques used.
EXERCISE 15: Provide an objective summary of the setting and the plot, make a character sketch, and make a critical appreciation of the story.
Scaffolding Notes 6: Story Comprehension Rubrics
EXERCISE 16: Answer the retrieval questions to demonstrate your skill of comprehension.
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 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 set of scaffolding notes with 6 sessions on teaching and learning resources of prepositions based on New Bloom’s Taxonomy.
This download includes:
Scaffolding Notes 1: Vocabulary Overview
Scaffolding Notes 2: Preposition types based on the structure
Scaffolding Notes 3: Preposition kinds based on the relationships they indicate
Scaffolding Notes 4: Preposition rules
Scaffolding Notes 5: Prepositions Types Rubrics
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A unit set of worksheets with answers on reading information text of 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
This download includes:
TEXT: Information Text on “Chocolate”
EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts.
EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the text.
EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text
EXERCISE 5: Determine the central idea of the text.
EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type.
EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type in the text.
EXERCISE 8: Analyse the impact of specific word choices on meaning of the text.
EXERCISE 9: Analyse the development of language and vocabulary over the course of the text.
EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text.
EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of language variety.
EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety in the text.
EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept.
EXERCISE 14: Draw conclusions based on visual clues.
EXERCISE 15: Prepare your own comprehension question types with answers from the text.
EXERCISE 16: Use the reading strategies to answer open-ended questions.
EXERCISE 17: Use textual clues to answer the comprehension questions.
EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions.
EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques.
EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text.
EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text.
EXERCISE 22: Determine what can be inferred when the text says what it says.
EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
EXERCISE 25: Determine the text elements for the given information.
EXERCISE 26: Evaluate the argument and specific claims in the text.
EXERCISE 27: Determine the author’s point of view or purpose in the text.
EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation.
EXERCISE 29-33: Write your own information text.
A unit set of scaffolding notes on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Vocabulary Overview - Determine the meaning of words and phrases as they are used in a text.
SESSION 2: UNDERSTANDING - Language and Vocabulary - Determine a central idea of a text and analyse its development over the course of the text.
SESSION 3: APPLYING - Visual and Textual Clues - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SESSION 4: ANALYSING - Language Techniques - Analyse the impact of specific word choices on meaning and tone, including figurative, connotative, and technical meanings.
SESSION 5: EVALUATING - Text Elements - Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
SESSION 6: CREATING - Information Text - Develop a text, including its relationship to supporting ideas; provide an objective summary of the text.
This download includes:
Scaffolding Notes 1: Skim, scan and close read text template.
Scaffolding Notes 2: IQC (Idea-Quote-Conclude) paragraph technique
Scaffolding Notes 3: Common comprehension question types
Scaffolding Notes 4: Reading strategies
Scaffolding Notes 5: PEEL (Point-Evidence-Explain-Link) paragraph technique
Scaffolding Notes 6: Text elements template
Scaffolding Notes 7: Descriptive information text prompt
Scaffolding Notes 8: Problem and solution information text prompt
Scaffolding Notes 9: Compare and contrast information text prompt
Scaffolding Notes 10: Cause and effect information text prompt
Scaffolding Notes 11: Sequential information text prompt
Scaffolding Notes 12: Information Text Rubrics
Here are some possible uses for these in your classroom:
To challenge early finishers
For effective tutoring
As ESL stations and sub tubs
As holiday work and homework
For small group collaborations
For an end of unit assessments
For reinforcement and enrichment
A unit plan on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
This download includes:
EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts.
EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the text.
EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text
EXERCISE 5: Determine the central idea of the text.
EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type.
EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type in the text.
EXERCISE 8: Analyse the impact of specific word choices on meaning of the text.
EXERCISE 9: Analyse the development of language and vocabulary over the course of the text.
EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text.
EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of language variety.
EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety in the text.
EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept.
EXERCISE 14: Draw conclusions based on visual clues.
EXERCISE 15: Prepare your own comprehension question types with answers from the text.
EXERCISE 16: Use the reading strategies to answer open-ended questions.
EXERCISE 17: Use textual clues to answer the comprehension questions.
EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions.
EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques.
EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text.
EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text.
EXERCISE 22: Determine what can be inferred when the text says what it says.
EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
EXERCISE 25: Determine the text elements for the given information.
EXERCISE 26: Evaluate the argument and specific claims in the text.
EXERCISE 27: Determine the author’s point of view or purpose in the text.
EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation.
EXERCISE 29-33: Write your own information text for a website.
RUBRICS: Information Text Rubrics
A unit bundle of 4 products on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Vocabulary Overview - Determine the meaning of words and phrases as they are used in a text.
SESSION 2: UNDERSTANDING - Language and Vocabulary - Determine a central idea of a text and analyse its development over the course of the text.
SESSION 3: APPLYING - Visual and Textual Clues - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SESSION 4: ANALYSING - Language Techniques - Analyse the impact of specific word choices on meaning and tone, including figurative, connotative, and technical meanings.
SESSION 5: EVALUATING - Text Elements - Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
SESSION 6: CREATING - Information Text - Develop a text, including its relationship to supporting ideas; provide an objective summary of the text.
This download includes:
Scaffolding Notes: 12 Handouts
Worksheets with Answers: 33 Exercises
Lesson Plan with Resources: 6 Sessions
PowerPoint Presentation: 6 Sessions
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 presentation on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
This download includes:
Information Text on “Chocolate”
EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts.
EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the text.
EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text
EXERCISE 5: Determine the central idea of the text.
EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type.
EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type in the text.
EXERCISE 8: Analyse the impact of specific word choices on meaning of the text.
EXERCISE 9: Analyse the development of language and vocabulary over the course of the text.
EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text.
EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of language variety.
EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety in the text.
EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept.
EXERCISE 14: Draw conclusions based on visual clues.
EXERCISE 15: Prepare your own comprehension question types with answers from the text.
EXERCISE 16: Use the reading strategies to answer open-ended questions.
EXERCISE 17: Use textual clues to answer the comprehension questions.
EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions.
EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques.
EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text.
EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text.
EXERCISE 22: Determine what can be inferred when the text says what it says.
EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
EXERCISE 25: Determine the text elements for the given information.
EXERCISE 26: Evaluate the argument and specific claims in the text.
EXERCISE 27: Determine the author’s point of view or purpose in the text.
EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation.
EXERCISE 29-33: Write your own information text for a website.
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 plan 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 bundle of 4 products on reading diary with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Vocabulary Overview - Determine the meaning of words and phrases as they are used in a text.
SESSION 2: UNDERSTANDING - Language and Vocabulary - Determine a central idea of a text and analyse its development over the course of the text.
SESSION 3: APPLYING - Textual Clues - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SESSION 4: ANALYSING - Language Techniques - Analyse the impact of specific word choices on meaning and tone, including figurative, connotative, and technical meanings.
SESSION 5: EVALUATING - Text Elements - Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
SESSION 6: CREATING - Diary Entry - Develop a text, including its relationship to supporting ideas.
This download includes:
Scaffolding Notes: 12 Handouts
Worksheets with Answers: 27 Exercises
Lesson Plan with Resources: 6 Sessions
PowerPoint Presentation: 6 Sessions
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
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
Save 50% on this BUNDLE!
Note: These are also sold separately!
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
A unit plan on vocabulary lesson with 6 sessions on teaching and learning of idioms based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1: REMEMBERING - Recall the meaning of common idioms.
SESSION 2: UNDERSTANDING - Determine the meaning of unknown words and phrases.
SESSION 3: APPLYING - Clarify the meaning of multiple-meaning words and phrases.
SESSION 4: ANALYSING - Analyse the use of idioms and their purpose in writing.
SESSION 5: EVALUATING - Verify the meaning of a phrase by checking the inferred meaning in context.
SESSION 6: CREATING - Demonstrate understanding of figurative language, word relationships and nuances in word meanings…
This download includes:
FLIPPED LESSON
VIDEO: 10 Common Idioms - Examples & Meanings
LESSON STARTER
EXERCISE 1: Interpret and verbalise pictures of idioms and give meaning. (I = Idiom; M = Meaning)
SESSION 1: REMEMBERING
EXERCISE 2: Match the meanings with the common idioms they refer to.
EXERCISE 3: Select the appropriate idiom for the blank.
SESSION 2: UNDERSTANDING
EXERCISE 4: Find meaning for the familiar idioms and expressions.
EXERCISE 5: Find the meaning for the following familiar idioms.
SESSION 3: APPLYING
EXERCISE 6: Frame sentences with the given body related idioms.
EXERCISE 7: Fill in the blanks with meanings of common idioms which students really need to know.
SESSION 4: ANALYSING
EXERCISE 8: What can you infer when the idiom says what it says.
EXERCISE 9: Match the idiomatic expression used here with its real meaning.
SESSION 5: EVALUATING
EXERCISE 10: Test your understanding on clothing idioms.
EXERCISE 11: Test your understanding on animal idioms.
SESSION 6: CREATING
EXERCISE 12: Demonstrate the mastery of using idioms in writing.
A unit set of worksheets with answers on vocabulary lesson idioms.
After completing this unit students will be able to:
Recall the meaning of common idioms.
Determine the meaning of unknown words and phrases.
Clarify the meaning of multiple-meaning words and phrases.
Analyse the use of idioms and their purpose in writing.
Verify the meaning of a phrase by checking the inferred meaning in context.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings…
This download includes:
EXERCISE 1: Interpret and verbalise pictures of idioms and give meaning. (I = Idiom; M = Meaning)
EXERCISE 2: Match the meanings with the common idioms they refer to.
EXERCISE 3: Select the appropriate idiom for the blank.
EXERCISE 4: Find meaning for the familiar idioms and expressions.
EXERCISE 5: Find the meaning for the following familiar idioms.
EXERCISE 6: Frame sentences with the given body related idioms.
EXERCISE 7: Fill in the blanks with meanings of common idioms which students really need to know.
EXERCISE 8: What can you infer when the idiom says what it says.
EXERCISE 9: Match the idiomatic expression used here with its real meaning.
EXERCISE 10: Test your understanding on clothing idioms.
EXERCISE 11: Test your understanding on animal idioms.
EXERCISE 12: Demonstrate the mastery of using idioms in writing.
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 bundle of products on Prose Comprehension that deals with:
Story Setting
Characterization
Story Plot
Story Analysis
Reference to the Context
This bundle includes classroom resources on short stories:
After Twenty Years by O. Henry
The Canterville Ghost by Oscar Wilde
Harry by Rosemary Timperley
The Last Leaf by O. Henry
Two Geniuses
The Woman on Platform No 8 by Ruskin Bond
The Dinner Party by Mona Gardner
A Difficult Customer by William Roland Lee
The Necklace by Guy de Maupassant
Three Questions by Leo Tolstoy
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 bundle of products on Prose Comprehension that deals with:
Story Setting
Characterization
Story Plot
Story Analysis
Reference to the Context
This Resource Includes:
After Twenty Years by O. Henry
The Canterville Ghost by Oscar Wilde
Harry by Rosemary Timperley
My Lost Dollar by Stephen Butler Leacock
Two Geniuses
The Woman on Platform No 8 by Ruskin Bond
The Dinner Party by Mona Gardner
A Difficult Customer by William Roland Lee
The Necklace by Guy De Maupassant
Three Questions by Leo Tolstoy
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 bundle of products on Prose Comprehension that deals with:
Story Setting
Characterization
Story Plot
Story Analysis
Reference to the Context
This download includes task cards and exercises on:
Two Geniuses
The Dinner Party by Mona Gardner
A Difficult Customer by William Roland Lee
The Necklace by Guy de Maupassant
Three Questions by Leo Tolstoy
After Twenty Years by O. Henry
The Canterville Ghost by Oscar Wilde
The Woman on Platform No 8 by Ruskin Bond
Harry by Rosemary Timperley
The Last Leaf by O. Henry
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 bundle of products on poetry comprehension that deal with:
Critical Appreciation of the Poem
Identification of Poetic Devices used in the Poem
Annotation of the Poem Lines
This download includes task cards and exercises on:
The Solitary Reaper by William Wordsworth
Sympathy by Charles Mackay
Stopping by Woods on a Snowy Evening by Robert Lee Frost
The Wind by Robert Louis Stevenson
Daffodils by William Wordsworth
O Captain, My Captain by Walt Whitman
The Road Not Taken by Robert Frost
Dragon Dance by Max Fatchen
King Bruce and the Spider by Eliza Cook
An Irish Airman Foresees His Death by W B Yeats
The Enchanted Shirt by John Hay
The Brook by Alfred Lord Tennyson
A Girl Called Golden by David Bateson
On His Blindness by John Milton
A Thing of Beauty by John Keats
Tyger Tyger by William Blake
Full Moon and Little Frieda by Ted Hughes
The Thought Fox by Ted Hughes
If- by Rudyard Kipling
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 bundle of products on poetry comprehension that deal with:
Critical Appreciation of the Poem
Identification of Poetic Devices used in the Poem
Annotation of the Poem Lines
This Resource Includes:
The Solitary Reaper by William Wordsworth
Sympathy by Charles Mackay
Stopping by Woods on a Snowy Evening by Robert Lee Frost
The Wind by Robert Louis Stevenson
Daffodils by William Wordsworth
O Captain, My Captain by Walt Whitman
The Road Not Taken by Robert Frost
Dragon Dance by Max Fatchen
King Bruce and the Spider by Eliza Cook
An Irish Airman Foresees His Death by W B Yeats
The Enchanted Shirt by John Hay
The Brook by Alfred Lord Tennyson
A Girl Called Golden by David Bateson
On His Blindness by John Milton
A Thing of Beauty by John Keats
Tyger Tyger by William Blake
Full Moon and Little Frieda by Ted Hughes
The Thought Fox by Ted Hughes
If- by Rudyard Kipling
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
