A lesson presentation that presents teaching and learning resources on narrative story writing. After completing this lesson, the students will be able to: Define the components of a short story. Identify the elements of a short story. Demonstrate the mastery of short story elements. Narrate a short story on a given situation in a genre of your choice. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Narration, Story, Plot, Storyline Flipped Lesson Part - Video - How to Write a Narrative Story Engaging and Creative Lesson Starter – Topic Tennis Success Criteria - Narrative Story Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Story Guide, Story Template, Story Starters Mini-Plenary with Critical Thinking Questions – 3 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - Online Prompts Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 4 Task Cards Common Core Standards - ELA-LITERACY.W.6-8.3abde/5/10 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adverbs, Verbs, Adjectives Teachers can use this resource to teach the students how to write a narrative story, thereby helping them to enhance their writing skills.

A lesson presentation that presents teaching and learning resources on digital storytelling. After completing this lesson, the students will be able to: Know and use a process for creating a digital story. Select and use appropriate digital tool(s). Understand how to use a Storyboard to build and organize your story elements. Participate in constructive peer feedback to improve the end product to be shared. Create an original story with different media elements. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Plot, Moral, Point of View Flipped Lesson Part - Video - Digital Story Engaging and Creative Lesson Starter – Generate Creative Writing Prompts Success Criteria - Digital Storytelling Checklist Collaborative Group Tasks – Pair-Share, Think-Write, Write-Share Scaffolder Notes - Digital Storytelling Elements Mini-Plenary with Critical Thinking Questions – Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - Exercise Plenary to Assess Learning Outcomes - PEEL Technique Home Learning for Reinforcement – 5 Task Cards Common Core Standards - ELA-LITERACY.W.8.3abcde/5/10 Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and Resources - Connectives, Adverbs, Verbs, Adjectives Teachers can use this resource to teach the students how to use cumulative sentences in their writing, thereby helping them to enhance their writing skills. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A ready to use lesson presentation that presents teaching and learning resources on sentence structure. After completing this lesson, the students will be able to: Compare a sentence with a clause and a phrase. Differentiate sentence types. Analyse the structure of sentences. Recognize variations in sentence structure as used in writing. Demonstrate command of the conventions of sentence structure in writing. This download includes: Vocabulary Overview - Simple, Compound, Complex Real Life Application and Cross-Curriculum Links Flipped Lesson Part - Video Success Criteria - Sentence Structure Checklist Lesson Starter: Comparing a sentence with a phrase and a clause. Discussion: Sentence Types Sentence Structure Collaborative Tasks: Pair-Share: Thinking of sentences to go with each of the given pictures. Think-Write: Identifying the given sentences as simple, compound, complex, or compound-complex. Write-Share: Picking conjunctions (coordinators or sub-ordinators) to join the two sentences together. Mini-Plenary: 5 Online Quizzes Assessment Rubrics Differentiated Tasks: Demonstrating sentence structure skill in writing. Extensions: Rewriting sentences in varied structures. Plenary: Answering multiple choice questions on sentence structure. Home Learning: Following the rules to place the commas in the correct places. Identifying the main clause and sub-clause in the sentences. Combining sentences using either coordinators or subordinators. Joining sentences by using when, where, if, although, because, since, while. Common Core Standards: ELA-Literacy-Language - 6.1ce/2a/3a/7.1c/3a/8.1d Skills: Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A unit lesson plan with 6 sessions on teaching and learning resources of writing a biography based on New Bloom’s Taxonomy. This download includes: Video: Writing Biographies Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a biography and an autobiography. Use the Interactive Venn Diagram to record the difference between autobiography and biography. Scaffolding Notes 2: Biography vs Autobiography Chart EXERCISE 2: Identify the sentences that answer the given questions to show the structure and features of a sample biography. Scaffolding Notes 3: Question Prompts for 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: DIFFERENTIATION - 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. Scaffolding Notes 4: Writing a Biography Rubrics EXERCISE 6: Follow either the graphic organizer or Bio Cube to plan a biography on a chosen person. Scaffolding Notes 5: Biography Graphic Organiser Use Bio Cube from Cube Creator to develop an outline of a person whose biography you want to write. Use specific prompts to describe a person’s significance, background and personality. EXERCISE 7: Follow the biography structure to organise the first draft of a planned biography on the chosen person. Scaffolding Notes 6: Biography Structure EXERCISE 8: Use the checklist to evaluate each other’s work with constructive feedback. Scaffolding Notes 7: Biography Checklist EXERCISE 9: Use the rubrics to evaluate each other’s work with constructive feedback. Scaffolding Notes 8: Biography Rubrics 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. Scaffolding Notes 9: Sample Biography – Helen Keller Scaffolding Notes 10: Transitions – Connective Words Scaffolding Notes 11: Adjective Types and Adverb Types Scaffolding Notes 12: Active Verbs Scaffolding Notes 13: Sentence Types Select Biographies and Memoirs and list them under the headings based on people whose work was in sports, science, engineering, the arts and anything else that may grab a student passing by the table. EXERCISE 11: Read an extract from the biography of Albert Einstein and answer the comprehension questions. EXERCISE 12: Online Exercise: English ESL Biography Worksheets

A unit set of scaffolding notes with 6 sessions on teaching and learning resources of writing a biography based on New Bloom’s Taxonomy. This download includes: Scaffolding Notes 1: Vocabulary Overview Scaffolding Notes 2: Biography vs Autobiography Chart Scaffolding Notes 3: Question Prompts for Biography Scaffolding Notes 4: Writing a Biography Rubrics Scaffolding Notes 5: Biography Graphic Organiser Scaffolding Notes 6: Biography Structure Scaffolding Notes 7: Biography Checklist Scaffolding Notes 8: Biography Rubrics Scaffolding Notes 9: Sample Biography – Helen Keller Scaffolding Notes 10: Transitions – Connective Words Scaffolding Notes 11: Adjective Types and Adverb Types Scaffolding Notes 12: Active Verbs Scaffolding Notes 13: Sentence Types 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 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 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 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 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 vocabulary lesson with Google Slides 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 lesson presentation that presents teaching and learning resources on prepositions of direction or movement. After completing this lesson, the students will be able to: Acquire understanding of preposition rules. Illustrate prepositions of direction. Learn how and when to use direction or movement prepositions. Demonstrate the correct use of prepositions of direction in writing. 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 Common Core Standards - ELA-LITERACY.L.4.1e/5.1a/8.1/5b 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

Interactive, collaborative and web-based google slides on teaching and learning of prepositions of time. After completing this lesson, the students will be able to: Acquire understanding of preposition rules. Learn how and when to use time prepositions. Demonstrate the correct use of prepositions of time in writing. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Preposition, Preposition of Time Flipped Lesson Part - Video - What is Preposition of Time? Engaging and Creative Lesson Starter – Dice of Time and Action Success Criteria - Time Preposition Checklist Scaffolding Notes - Preposition Rules, Time Prepositions List and Uses 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 - Calendar Events 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

Interactive, self-grading and paperless boom cards on teaching and learning resources of time prepositions. After attempting these interactive boom cards students will be able to: Acquire understanding of preposition rules. Learn how and when to use time prepositions. Demonstrate the correct use of prepositions of time in writing. Use the relationship between particular words to better understand each of the words. Identify the properties of time prepositions. Identify how a preposition of time is used in the given sentences. Verbalise the relationships that the time 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

A ready to use PowerPoint presentation that presents teaching and learning resources of present tense based on New Bloom’s Taxonomy. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Use the verb “eat” to give an example each for the present tense structure. Scaffolding Notes 2: Present Tense Form and Structure EXERCISE 2: Relate verb forms in present tense to person and number – Part 1. EXERCISE 3: Relate verb forms in present tense to person and number – Part 2. EXERCISE 4: Use the given verbs to go with the present tense form stated in order to fill in the blanks. EXERCISE 5: Select the correct option to demonstrate the conjugation and usage of verb forms. EXERCISE 6: Use the sentence stems to formulate sentences to go with the actions in the pictures and the present tense forms. EXERCISE 7: Select the correct option to determine the formulation of the verb forms in the present tense. EXERCISE 8: Analyse the functions of present tense forms with examples. Scaffolding Notes 3: Functions of Present Tense Forms EXERCISE 9: Analyse the functions of present tense forms with timeline diagrams. Scaffolding Notes 4: Timeline Diagrams of Present Tense Forms EXERCISE 10: Analyse the functions of tense forms in the present tense. EXERCISE 11: Select the correct option to determine the structure of the verb forms in the present tense. EXERCISE 12: Recognise and correct inappropriate shifts in verb tenses. EXERCISE 13: Demonstrate tense formulation and usage in writing. EXERCISE 14: Use your knowledge of present verb tenses to write about one of the given topics. Scaffolding Notes 5: Tenses Rubrics EXERCISE 15: Fill in the blanks with correct present perfect forms. EXERCISE 16: Using the words in parentheses, complete the text below with present perfect and present perfect continuous tense.

Interactive, self-grading and paperless boom cards on teaching and learning resources of conjunction types based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: List and identify the properties of conjunctions based on their format and placement. Identify and classify the conjunction types based on their uses and functions. Use coordinating or subordinating conjunctions to join clauses or sentence elements. Implement the properties and the functions of conjunctions to discover their structure with all the attributes. Exercise error identification to notify the wrong use of conjunctions. Create sentences with conjunction types to convey specific meanings and add variety and interest to writing. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

A ready to use lesson plan that presents teaching and learning resources of simple sentence structure based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Recall the properties of sentences with examples. Identify the parts of simple sentences with examples. Think of simple sentences to go with the given pictures. Implement the properties of simple sentences to discover their structure. Assess and verify the correct use of simple sentence patterns in writing. Create simple sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. Scaffolding Notes 2: Phrase-Clause-Sentence Chart EXERCISE 2: Identify the properties of sentences in the given examples. Scaffolding Notes 3: Parts of a Sentence EXERCISE 3: Identify the parts of sentences. EXERCISE 4: Identify the parts of a simple sentence with examples. Scaffolding Notes 4: Features of a Simple Sentence EXERCISE 5: Answering questions to demonstrate the knowledge of sentence structure. EXERCISE 6: Think of a simple sentence to go with each picture. EXERCISE 7: Implement the properties of simple sentences to discover their structure. Scaffolding Notes 5: Structure of a Simple Sentence EXERCISE 8: Answer the following to recognise variations in sentence structure as used in writing. EXERCISE 9: Assess and verify the correct use of simple sentence patterns in writing. EXERCISE 10: Create simple sentences with the given sentence structure and pattern. EXERCISE 11: Demonstrate the mastery of the use of simple sentence structure in writing. Scaffolding Notes 6: Sentence Structure Rubrics EXERCISE 12: Identify the following as phrase, clause and sentence. EXERCISE 13: Identify subject and predicate from the given sentences. EXERCISE 14: Identify the subjects and verbs then decide whether the verbs are transitive or intransitive. EXERCISE 15: Put each group of words together in a sentence. EXERCISE 16: Complete each sentence by adding either a subject or a predicate.

A ready to use lesson plan that presents teaching and learning resources on sentence structure. After completing this lesson, the students will be able to: Compare a sentence with a clause and a phrase. Differentiate sentence types. Analyse the structure of sentences. Recognize variations in sentence structure as used in writing. Demonstrate command of the conventions of sentence structure in writing. This download includes: Vocabulary Overview - Simple, Compound, Complex Real Life Application and Cross-Curriculum Links Flipped Lesson Part - Video Success Criteria - Sentence Structure Checklist Lesson Starter: Comparing a sentence with a phrase and a clause. Discussion: Sentence Types Sentence Structure Collaborative Tasks: Pair-Share: Thinking of sentences to go with each of the given pictures. Think-Write: Identifying the given sentences as simple, compound, complex, or compound-complex. Write-Share: Picking conjunctions (coordinators or sub-ordinators) to join the two sentences together. Mini-Plenary: 5 Online Quizzes Assessment Rubrics Differentiated Tasks: Demonstrating sentence structure skill in writing. Extensions: Rewriting sentences in varied structures. Plenary: Answering multiple choice questions on sentence structure. Home Learning: Following the rules to place the commas in the correct places. Identifying the main clause and sub-clause in the sentences. Combining sentences using either coordinators or subordinators. Joining sentences by using when, where, if, although, because, since, while. Common Core Standards: ELA-Literacy-Language - 6.1ce/2a/3a/7.1c/3a/8.1d Skills: Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A ready to use PowerPoint presentation that presents teaching and learning resources of a grammar lesson on sentence kinds according to function based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. EXERCISE 2: Run through the slideshare presentation on Kinds of Sentences According to Function and name the kinds of sentences by function with an example each. EXERCISE 3: Watch the video on Kinds of Sentences by Function and identify the function of the given sentences. Provide an end punctuation to each of the sentence and state their type. EXERCISE 4: Match the sentence types (1-4) with their meanings (A-D). EXERCISE 5: Provide an end punctuation to each given sentence and state their function. EXERCISE 6: Think of varied sentences – declarative, interrogative, imperative, exclamatory - to go with the given pictures, end punctuation and functions. EXERCISE 7: Identify the emotion expressed by each of the emoji. EXERCISE 8: Match each of the expression with the given punctuation. EXERCISE 9: Answer questions to recognise the difference between the sentence kinds by function. EXERCISE 10: Answer questions to examine the functions of sentence kinds. EXERCISE 11: Answer questions to identify varied sentences used in writing. EXERCISE 12: Answer questions to demonstrate the use of sentences based on their function. EXERCISE 13: Assess and verify the correct use of sentence kinds by function in writing. EXERCISE 14: After reading the story, brainstorm things you would like to know about it, and then create four interrogative sentences (questions) with answers. EXERCISE 15: Demonstrate your knowledge of SENTENCE BY FUNCTION by attempting one of the following tasks. EXERCISE 16: Highlight by coloring declarative (black), interrogative (green), imperative (blue) and exclamatory (red) sentences in the story below. EXERCISE 17: Change the given sentences (without changing their meaning) as directed. Punctuate the sentences correctly. EXERCISE 18: Identify the sentences as: Declarative, Imperative, Interrogative or Exclamatory. EXERCISE 19: Add the correct end punctuation, and identify the function of each sentence. EXERCISE 20: Transform declarative sentences to interrogative and declarative sentences to exclamatory. EXERCISE 21: Transform declarative sentences to imperative and exclamatory sentences to declarative.

A ready to use unit lesson plan that presents teaching and learning resources of a spelling lesson on homophones, homographs and homonyms based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Watch the video: What are Homophones, Homographs and Homonyms? to compare and contrast homophones, homographs and homonyms. Use sound, meaning and spelling as criteria to differentiate. Use “similar” and “different” to identify the difference. EXERCISE 2: Match the WORD TYPES (1-3) with their DEFINITIONS (A-C). EXERCISE 3: Identify the given set of words as homophones, homographs and homonyms. EXERCISE 4: Look for pair of words that are homophones, homographs and homonyms to go with the pictures. EXERCISE 5: Analyse the words “lead” and “led” in the given sentence examples. Find their meaning as used in the sentences (MEANING). Decide if they are used as noun or verb (PARTS OF SPEECH). Identify if they sound similar or different (SOUND). Say whether they are used as homophones, homographs or homonyms (WORD TYPES). EXERCISE 6: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 1. EXERCISE 7: Analyse the sentences and demonstrate the accurate knowledge of homophones – Part 2. EXERCISE 8: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 1. EXERCISE 9: Analyse the sentences and demonstrate the accurate knowledge of homographs – Part 2. EXERCISE 10: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 1. EXERCISE 11: Analyse the sentences and demonstrate the accurate knowledge of homonyms – Part 2. EXERCISE 12: Evaluate the sentences and identify the errors in the use of homophones, homographs and homonyms. EXERCISE 13: Frame sentences for each of the homophones, homographs and homonyms to go with the given meanings. EXERCISE 14: Identify the homophones used in the pair of sentences and give their meanings based on the context they are used. EXERCISE 15: Look for homophones which have been used incorrectly then write the correct spelling. EXERCISE 16: Complete each sentence by choosing the correct homophone. EXERCISE 17: Choose the correct homophone. EXERCISE 18: Read the story below. Look for homophones which have been used incorrectly. Cross them out, and write the correct spelling of the homophones which should have been used. EXERCISE 19: Identify the homographs used in the pair of sentences and say what parts of speech is the word used as homograph. Then choose the right option that gives the meaning of homographs: A or B.