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 5 products on reading poetry 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 - Determine the meaning of words and phrases as they are used in the text.
SESSION 2 - UNDERSTANDING: Summary - Determine the theme or central idea of the text and analyse its development.
SESSION 3 - APPLYING: Textual Clues - Identify what the text says both explicitly and implicitly with inferences drawn from it.
SESSION 4 - ANALYSING: Poem Analysis - Analyse the impact of specific word choices on meaning and tone.
SESSION 5 - EVALUATING: Figurative Language - Determine the figurative and connotative meanings of the words and phrases in the text.
SESSION 6 - CREATING: Writing - Cite the textual evidence that most strongly supports an analysis of what the text says.
This download includes:
Worksheets with Answers: 23 Exercises
Lesson Plan with Resources: 6 Sessions
PowerPoint Presentation: 47 Slides
Google Slides: 47 Slides
Boom Cards: 84 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
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
Save 50% on this BUNDLE!
Note: These are also sold separately!
◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈
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.
A unit plan on poetry comprehension with 6 sessions on teaching and learning of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy.
This download includes:
POEM: The Titanic by Gillian Clarke
EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to.
EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the poem.
EXERCISE 4: Analyse the development of vocabulary over the course of the text.
EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza.
EXERCISE 6: Determine the central idea of the poem and analyse its development.
EXERCISE 7: Identify what the poem says both explicitly and implicitly.
EXERCISE 8: Determine what can be inferred when the text says what it says.
SCAFFOLDING NOTES 1: Common Comprehension Types
EXERCISE 9: Prepare your own comprehension question types with answers from the text.
EXERCISE 10: Use textual clues to answer the comprehension questions.
SCAFFOLDING NOTES 2: Poetry Elements Criteria
EXERCISE 11: Use the specified criteria to find poetry elements of the poem.
EXERCISE 12: Analyse the impact of specific word choices on meaning and tone.
EXERCISE 13: Answer the questions to check your understanding of poetry elements.
SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model
EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem.
EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem.
EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices.
EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem.
EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique
EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem.
EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.
A unit presentation on poetry comprehension with 6 sessions on teaching and learning of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy.
This download includes:
POEM: The Titanic by Gillian Clarke
EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to.
EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem.
EXERCISE 3: Determine the meaning of words and phrases as they are used in the poem.
EXERCISE 4: Analyse the development of vocabulary over the course of the text.
EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza.
EXERCISE 6: Determine the central idea of the poem and analyse its development.
EXERCISE 7: Identify what the poem says both explicitly and implicitly.
EXERCISE 8: Determine what can be inferred when the text says what it says.
SCAFFOLDING NOTES 1: Common Comprehension Types
EXERCISE 9: Prepare your own comprehension question types with answers from the text.
EXERCISE 10: Use textual clues to answer the comprehension questions.
SCAFFOLDING NOTES 2: Poetry Elements Criteria
EXERCISE 11: Use the specified criteria to find poetry elements of the poem.
EXERCISE 12: Analyse the impact of specific word choices on meaning and tone.
EXERCISE 13: Answer the questions to check your understanding of poetry elements.
SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model
EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem.
EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem.
EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices.
EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem.
EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique
EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem.
EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.
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 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 powerpoint presentation on reading diary with 6 sessions on teaching and learning based on New Bloom’s Taxonomy.
This download includes:
An Extract from ‘Diary of a Wimpy Kid’ by Jeff Kinney
EXERCISE 1: Match the meanings (A-I) to the words (1-9) they refer to in the text.
EXERCISE 2: Determine the meaning of words and phrases as they are used in the text.
EXERCISE 3: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text
EXERCISE 4: Determine the central idea of the text.
EXERCISE 5: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of transition types and descriptive vocabulary.
EXERCISE 6: Write IQC (Idea-Quote-Conclude) paragraphs about the use of transition types in the text.
EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of descriptive vocabulary in the text.
EXERCISE 8: Analyse the impact of specific word choices on meaning of the text.
EXERCISE 9: Analyse the development of language and vocabulary over the course of the text.
EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text.
EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the sentence structure in the text.
EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of sentence structure in the text.
EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept.
EXERCISE 14: Draw conclusions based on textual clues and prepare your own comprehension question types with answers from the text.
EXERCISE 15: Use the reading strategies to answer open-ended questions.
EXERCISE 16: Use textual clues to answer the comprehension questions.
EXERCISE 17: Cite the textual evidence that most strongly supports to answer the questions.
EXERCISE 18: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques.
EXERCISE 19: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text.
EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text.
EXERCISE 21: Determine what can be inferred when the text says what it says.
EXERCISE 22: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.
EXERCISE 24: Determine the text elements for the given text.
EXERCISE 25: Evaluate the argument and specific claims in the text.
EXERCISE 26: Determine the author’s point of view or purpose in the text.
EXERCISE 27: Make a diary entry about your experience during these challenging times.
RUBRICS: Diary Entry Rubrics
A unit 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 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 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 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 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.
These bundled resources are perfect for teaching Reading Comprehension through a Narrative Poetry - Geography Lesson by Brian Patten. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Google Slides, PPT, Unit Plan and Worksheets.
After completing this unit students will be able to:
Find the meaning of challenging words and expressions in the poem.
Identify the key ideas of the poem.
Use textual clues to answer the retrieval and inferential questions.
Analyse the poem to find its poetry elements – genre, message, tone, context, perspective, point of view, structure, rhyme scheme, purpose and metre.
Evaluate the poet’s use of personification, hyperbole, imagery, repetition, alliteration and onomatopoeia.
Write a summary, make a character description, explain the reader impact of figurative language and create a critical appreciation of the poem.
This download includes:
Worksheets with Answers: 18 Exercises
Lesson Plan with Resources: 24 Pages
PowerPoint Presentation: 29 Slides
Google Slides: 29 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
A unit set of worksheets with answers on poetry comprehension for 6 sessions on teaching and learning of the poem, “Geography Lesson” by Brian Patten based on New Bloom’s Taxonomy.
This download includes:
EXERCISE 1: Match the meanings (A-N) with the expressions (1-14) 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: Read the poem and briefly summarize the meaning of each stanza:
EXERCISE 5: Determine the central idea of the poem and analyse its development.
EXERCISE 6: Identify the poet’s use of contrasting images to highlight the difference between the teacher’s reality and the places he longs to visit.
EXERCISE 7: Answer the characterization questions to demonstrate your skill of comprehension.
EXERCISE 8: Identity what the poem says both explicitly and implicitly with inferences drawn from it.
EXERCISE 9: Use the specified criteria to find poetry elements of the poem.
EXERCISE 10: Analyse the impact of specific word choices on meaning and tone.
EXERCISE 11: Answer the questions to check your understanding of poetry elements.
EXERCISE 12: Identify the figures of speech employed in the poem.
EXERCISE 13: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 14: Determine the figurative meanings of the words and phrases in the poem.
EXERCISE 15: Determine the connotative meanings of the words and phrases in the poem.
EXERCISE 16: Use RTC to refer to the context, PEE technique to explain the figurative language used, provide an objective summary and make a critical appreciation of the poem.
EXERCISE 17: Cite the textual evidence that most strongly supports an analysis of what the text says.
EXERCISE 18: Answer the questions to demonstrate your skill of comprehension.
A unit presentation on poetry comprehension for 6 sessions on teaching and learning of the poem, “Geography Lesson” by Brian Patten based on New Bloom’s Taxonomy.
This download includes:
RUBRICS: Poem Comprehension Rubrics
POEM: Geography Lesson by Brian Patten
EXERCISE 1: Match the meanings (A-N) with the expressions (1-14) 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: Read the poem and briefly summarize the meaning of each stanza:
EXERCISE 5: Determine the central idea of the poem and analyse its development.
EXERCISE 6: Identify the poet’s use of contrasting images to highlight the difference between the teacher’s reality and the places he longs to visit.
EXERCISE 7: Answer the characterization questions to demonstrate your skill of comprehension.
EXERCISE 8: Identity what the poem says both explicitly and implicitly with inferences drawn from it.
EXERCISE 9: Use the specified criteria to find poetry elements of the poem.
EXERCISE 10: Analyse the impact of specific word choices on meaning and tone.
EXERCISE 11: Answer the questions to check your understanding of poetry elements.
EXERCISE 12: Identify the figures of speech employed in the poem.
EXERCISE 13: Answer the questions to check your understanding of the figures of speech used in the poem.
EXERCISE 14: Determine the figurative meanings of the words and phrases in the poem.
EXERCISE 15: Determine the connotative meanings of the words and phrases in the poem.
EXERCISE 16: Use RTC to refer to the context, PEE technique to explain the figurative language used, provide an objective summary and make a critical appreciation of the poem.
EXERCISE 17: Cite the textual evidence that most strongly supports an analysis of what the text says.
EXERCISE 18: Answer the questions to demonstrate your skill of comprehension.
These bundled resources are perfect for teaching Reading Comprehension through a Children’s Fantasy - The Scarecrow and his Servant (an extract) by Philip Pullman. These no prep activities would be great for English lessons or English centers. Your students will love these ELA Google Slides, PPT and Worksheets.
After completing this unit 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:
Worksheets with Answers: 16 Exercises
Lesson Plan with Resources: 23 Pages
PowerPoint Presentation: 23 Slides
Google Slides: 23 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
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A unit set of worksheets with answers 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:
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.
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.
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.
EXERCISE 9: Use Freytag’s Pyramid to identify plot elements.
EXERCISE 10: Answer the plot-related questions to demonstrate your skill of comprehension.
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 are 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.
EXERCISE 16: Answer the retrieval questions to demonstrate your skill of comprehension.
A unit presentation 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 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.
