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 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 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
A unit set of worksheets with answers 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.
EXERCISE 9: Prepare your own comprehension question types with answers from the text.
EXERCISE 10: Use textual clues to answer the comprehension questions.
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.
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.
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 prepositions.
After attempting these interactive boom cards students will be able to:
Acquire understanding of preposition rules.
Learn how and when to use prepositions.
Demonstrate the correct use of prepositions in writing.
Use the relationship between particular words to better understand each of the words.
Identify the properties of prepositions.
Identify how a preposition of is used in the given sentences.
Verbalise the relationships that the 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
Interactive, self-grading and paperless boom cards on teaching and learning resources of manner prepositions.
After attempting these interactive boom cards students will be able to:
Acquire understanding of preposition rules.
Learn how and when to use manner prepositions.
Demonstrate the correct use of prepositions of manner in writing.
Use the relationship between particular words to better understand each of the words.
Identify the properties of manner prepositions.
Identify how a preposition of manner is used in the given sentences.
Verbalise the relationships that the manner 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.
Web-based, collaborative and easy to use interactive Google Slides on idioms based on New Bloom’s Taxonomy.
This download includes:
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.
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.
A bundle of 6 products on teaching and learning resources of prepositions based on New Bloom’s Taxonomy.
After completing this unit students will be able to:
SESSION 1 - REMEMBERING: Describe the key elements of prepositions.
SESSION 2 - UNDERSTANDING: Use frequently occurring prepositions to signal simple relationships.
SESSION 3 - APPLYING: Explain the functions of prepositions in general and particular sentences.
SESSION 4 - ANALYSING: Use the relationship between particular words to better understand each of the words.
SESSION 5 - EVALUATING: Assess and evaluate the use of prepositions in writing.
SESSION 6 - CREATING: Form and use prepositions.
This download includes:
Scaffolding Notes: 5 Handouts
Worksheets with Answers: 27 Exercises
Unit Lesson Plan with Resources: 6 Sessions
PowerPoint Presentation: 57 Slides
Boom Cards: 100 Digital Task Cards
Google Slides: 57 Slides
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!
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
Interactive, collaborative and web-based google slides on teaching and learning of prepositions of manner based on New Bloom’s Taxonomy.
After completing this lesson, the students will be able to:
Acquire understanding of preposition rules.
Learn how and when to use manner prepositions.
Demonstrate the correct use of prepositions of manner in writing.
This Resource Includes:
Well Formulated, Measurable, SMART Objectives and Outcomes
Vocabulary Overview - Preposition, Preposition of Manner
Flipped Lesson Part - Video - What is Preposition of Manner?
Engaging and Creative Lesson Starter – Brainstorm
Success Criteria - Manner Preposition Checklist
Scaffolding Notes - Preposition Rules, Manner Prepositions List and Uses
Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share
Mini-Plenary with Critical Thinking Questions – Online Quiz
Assessment Criteria for Outcome Expectations - Rubrics
Differentiated Activities for Level Learners - Writing Task by Outcome
Extensions to Challenge the High Achievers - Worksheet
Plenary to Assess Learning Outcomes - Find an Example
Home Learning for Reinforcement – 6 Worksheets with Answers
Common Core Standards - ELA-LITERACY.L.4.1e/5.1a/8.1/5b
Skills to be addressed during the Lesson - Social and Cognitive
Word-Bank: Connectives, Verbs, Adverbs, Adjectives
Interactive, collaborative and web-based google slides on teaching and learning of prepositions of direction based on New Bloom’s Taxonomy.
This Resource Includes:
Well Formulated, Measurable, SMART Objectives and Outcomes
Vocabulary Overview - Preposition, Preposition of Direction
Flipped Lesson Part - Video - What is Preposition of Direction
Engaging and Creative Lesson Starter – Blindfold Challenge
Success Criteria - Direction Preposition Checklist
Scaffolding Notes - Preposition Rules, Direction Prepositions
Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share
Mini-Plenary with Critical Thinking Questions – 5 Online Quizzes
Assessment Criteria for Outcome Expectations - Rubrics
Differentiated Activities for Level Learners - Writing Task by Outcome
Extensions to Challenge the High Achievers - Worksheet
Plenary to Assess Learning Outcomes - Find an Example
Home Learning for Reinforcement – 4 Worksheets with Answers
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 bundle of 6 products on prepositions of direction.
This download includes:
Scaffolding Notes: 4 Handouts
Worksheets with Answers: 11 Exercises
Lesson Plan with Resources: 21 Pages
PowerPoint Presentation: 27 Slides
Google Slides: 27 Slides
Boom Cards: 76 Digital Task Cards
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
