ESSENTIAL

LEARNING

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

Page 

  Students compare/contrast use of nouns, pronouns, adjectives.

Students identify parts of speech of words using context clues:

http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1

 Each group of four students compose a sentence with each adding a different part of speech to extend the sentence.

 Can you work with a partner and create   sentences in which the same word is used as a noun and adjective: eg. rose

 Can you think of other similar examples?

Tues

Page 

  Students compare/contrast use of verbs, adverbs, conjunctions.

Students identify parts of speech of words

using context clues:

http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1

Each group of four students compose a sentence with each adding a different part of speech to extend the sentence.

 Can you work with a partner and create

sentences in which the same word is used as a noun or verb: eg. bark

Can you think of other similar examples? 

Wed

Page

  Students work with a partner to  create sentences for sets of homophones they can identify.

  Students distinguish the meaning of each homophone pair and demonstrate this by the context of their sentence.

 Students begin activity with familiar homophone pairs.

Students write each sentence leaving out the homophone for others to guess.

Students are  presented with only one

unfamiliar homophone and are asked to think of the other and compose a sentence for each with their partner.eg: sail/sale, flew/flu, board/board, peace/piece

Thurs

Page

  NO  CLASS :  Home room

scheduled due to Mass

Fri

Page

  Students work with a partner to create sentences for sets  of homographs.

 Students distinguish the pronunciation and meaning of each homograph pair and demonstrate this by the context of their sentence.

 Students begin activity with familiar

homograph pairs that they can identify.

Students write each sentence leaving out

the homograph for others to guess.

eg. tear, wind, live, present

Students are presented with only one unfamiliar homograph and are asked to think of the other & compose a sentence for each with their partner.eg. permit, record, dove,

does, object.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

   ____ Smartboard

   ____ Student Response System