English Lesson Plan Highlights Parts of Speech and Story Elements

LESSON
PLAN_WEEKENDING_FEBR
UARY24TH,2023
ENGLISH DEPARTMENT
FEBRUARY 20, 2023

CAYON HIGH SCHOOL
MRS.STRAUN
LESSON PLAN_WEEK ENDING FEBRUARY 25TH, 2023
Date: February 22nd, 2023
Form: One – Group One
Subject: Communication Studies
Topic: Vocabulary
Sub-Topic: Parts of speech
Session(s): 1
Ability: Mixed ability
Objective(s): At the end of the lesson, students should be able to:
 Identify and explain eight parts of speech

 Define the parts of speech
 Distinguish examples and non-examples of the parts of speech
Materials
 Floor space to play with colored circles taped in place; each color should have a
part of speech written on it.
 Parts of speech written on index cards
 Words representing parts of speech written on index cards
 Index cards labeled for right and left hand and foot
Strategy:
 Guided Discovery,
Vocabulary
 Parts of speech
 Nouns
 Pronouns
 Verbs
 Adjectives
 Adverbs
 Prepositions
 Conjunctions
 Interjections
Previous Knowledge: Pupils are familiar with some parts of speech done at primary level..
Introduction:
 Start class by giving students two minutes to brainstorm any part of speech they
can remember on a blank sheet of paper.
 Give them a hint that there are 8.
 Have students share answers. Share answers and definitions.
 Tell students they will be learning about and/or reviewing the 8 parts of speech.
 Teacher distributes parts of speech with definition and examples to students on
worksheets.
 Students listen to the video What Are the 8 Parts of Speech? - Definition & Examples.
 Check to make sure students are listening and understanding, then ask:
o What are two classifications of nouns?
o Give an example of an action verb.
o Why do we use pronouns?
o What are some examples of conjunctions?
Procedure:
Step One:
 Teacher distributes a passage to students. Students read passage aloud.

 Students identify parts of speech in passage.
 Teacher provides feedback.
Step Two:
 Students work in pairs. Teacher distributes flashcards with a part of speech written on
cards to pairs.
 Student write a sentence using the part of speech given on the card.
 Students present sentences to class. Teacher and other students give feedback on sharing.
Step Three:
 Tell students they will be playing Hop Scotch!' Share directions for those students who
are unfamiliar with the game.
 Explain that the 8 parts of speech are replacing the boxes and that are drawn on floor
 Ask for a student volunteer to demonstrate. Student is going to jump at each box with a
part of speech and provide examples and make a sentence using the example provided..
 Each student takes turns playing while other students watch and cheer.
 Challenge students by using words, like 'but' and 'pretty' instead of the 8 parts of speech.
Step Four:
Teacher provides examples of parts of speech; students say whether it’s the correct part of
speech given. If its correct, students clap twice; if incorrect students fold their arms. For
example: beautifully. Verb
Assessment: Complete worksheets. (Please see appendix)
Evaluation:
Date: February 23rd, 2023

Form: One-Group 1
Topic: Vocabulary
Sub-Topic: Elements of a Story
Session(s): 3
Objective(s):
Pupils should be able to:
 define 'rising action'

 describe the development of rising action
 explain the purpose of rising action to a plot
 identify rising action in samples
Previous Knowledge:
Materials: Worksheets, Flash-Cards, video, copies of short stories
Introduction:
 Divide students into small groups and give each a short story to read.
 Instruct groups to read together, then review the basic plot outline by having one person
retell the beginning, then the next person add on, until the story is retold.
 Listen in to student conversations to ensure understanding, then tell groups they will be
working with these stories later.
Procedure:
Step One:
 Students listen to a video Rising Action in a Story: Definition & Examples and pause at

1:57.
 Have students define ‘rising action' and 'climax,' then discuss:
 Teacher poses questions to students. E.G.
 Do all stories have rising action? Why or why not?
 Why is rising action used in stories?
 What does rising action add to a story?
 What would a story be like without rising action?
Step Two:
 Resume the lesson video and pause at 5:27.

 Draw an incline on the board and work with students to list the rising action events
in The Three Little Pigs as retold in the lesson.
 As students agree on the events, write them on the board beginning at the bottom of the
incline and ending at the top.
Step Three:
 Have groups return to their stories and distribute paper and pencils.
 Instruct groups to write the rising action events from their stories on the chart paper using
an incline line. Make sure they label the rising action and climax.
 When finished, have each group share and discuss their work with classmates. Does
everyone agree with their choices? Why or why not?
Assessment:
Answer the following questions.
What is the rising action in a story?
a. The introduction of the main character

b. A plot twist
c. The part of the plot that creates obstacles that stand in the way of the protagonist
achieving his goal
d. The resolution of a story
e. A part of the climax
2. Which of the following statements is false?
a. Children's stories and fairy tales typically do not develop the rising action
b. Drama is when bad things happen to characters
c. The third pig built his house of bricks and the wolf could not blow it down
d. The climax occurs towards the end of the story
e. The rising action is a part of the plot
3. How does the rising action develop in a story?
a. The rising action starts out big, gets smaller and then gets big again
b. It can vary from story to story
c. The obstacles start out very difficult for the hero and get easier as the plot moves forward
d. It doesn't really matter how the rising action develops
e. The obstacles become more and more complex until it seems like the hero will never
overcome them
4. Which of the following is NOT part of the rising action in Rocky IV?
a. Rocky's wife doesn't want him to fight

b. Drago appears bigger and stronger than Rocky
c. When Rocky beats Drago
d. Rocky is fighting for Apollo Creed and the nation
e. Drago has a team of trainers and uses steroids
5. How do writers create drama?
a. With climaxes
b. Through conflict
c. With happy endings
d. With luck
e. By making good things happen to characters
Evaluation
Date: February 20th, 2023
Form: One-Group 3
Subject: English A
Topic: Vocabulary
Sub-Topic: Spelling
Session(s): 5
Objective(s):
 Identify long and short vowel sounds and spellings

 speak, write, and identify r-controlled sounds
Previous Knowledge:
 Pupils can identify spelling rules and long and short vowel sounds.
Materials: Worksheets, Flash-Cards
Introduction:
 Distribute the What Are R-Controlled Vowels? Read the first section 'Sounding Out
Vowels' with students.
 Practice identifying individual phonemes in words by looking at the long and short-word
vowel charts and clapping each phoneme in the words with students. For example, the
word 'ape' has two phonemes - long /a/ and the consonant /p/ as the /e/ is silent.
 As you review each phoneme, review the short and long vowel sounds.
 Play a game to review long and short vowels by having all students stand up next to their
seats. Say a word with either a long or short vowel and ask students to make a 'L' with
their arms for a long vowel and an 'S' for short.
 Students who are incorrect can sit down
Procedure:
Step One:
 Teacher sticks a Title chart paper 'R-Controlled Vowels' and read the section.
 Have students define the term to the anchor chart. (What is an r-controlled vowel? An
r-controlled vowel is any vowel followed by an r. The r changes the sound that
vowel makes. R controlled vowels are often called “Bossy R” because the r takes
over and makes the vowel make a new sound. The er, ir, and ur all make the
same sound /er/ as in her, bird, and fur).
 Divide students into partner pairs.
 Set the clock for three minutes and ask students to brainstorm as many e.g., 'e' r-
controlled vowel words as they can, writing them on their chart.
Step Two:
 Play 'Knock Out' by having each group write their word list on the board under a team
name. Example: Team Gold, Silver, …
 When all groups have written their words, review each list to knock out (cross off) words
that are either not 'e' r-controlled vowel words or that are repeated, leaving only correct,
unique words.
 The team with the most words remaining after the knock out wins.
Step Four:
Teacher reads 'Why This is Important'. Is there a rule for R controlled vowels?
The most coherent rule for r-controlled vowels is: any 'i', 'e', or 'u' that is directly followed by an
'r' will make an /er/ sound. Any 'a' or 'o' that is followed by an 'r' in an unstressed syllable will
also make an /er/ sound; otherwise, 'a' and 'o' sounds that are r-controlled will retain their usual
sound followed by a distinct 'r' sound.
What are some R controlled vowel words?
Some examples of r-controlled vowels in words include:
Circus
Serpent
Turtle
Words that have 'ar' or 'or' become r-controlled only when those sounds are unstressed, as in
''ambassador'' or ''cellar''.
Assessment: worksheets (see below)
Evaluation

Form: Two-Group 3
Subject: English A
Topic: Narrative Writing
Session(s): 1
Objective(s):

Previous Knowledge: Pupils can identify elements of a story
Introduction:
Procedure:
Step One:

1:57.
Step Two:

Step Three:
Assessment:
f. The introduction of the main character

g. A plot twist
h. The part of the plot that creates obstacles that stand in the way of the protagonist
achieving his goal
i. The resolution of a story
j. A part of the climax
f. Children's stories and fairy tales typically do not develop the rising action
g. Drama is when bad things happen to characters
h. The third pig built his house of bricks and the wolf could not blow it down
i. The climax occurs towards the end of the story
j. The rising action is a part of the plot
f. The rising action starts out big, gets smaller and then gets big again
g. It can vary from story to story
h. The obstacles start out very difficult for the hero and get easier as the plot moves forward
i. It doesn't really matter how the rising action develops
j. The obstacles become more and more complex until it seems like the hero will never
overcome them
f. Rocky's wife doesn't want him to fight

g. Drago appears bigger and stronger than Rocky
h. When Rocky beats Drago
i. Rocky is fighting for Apollo Creed and the nation
j. Drago has a team of trainers and uses steroids
f. With climaxes
g. Through conflict
h. With happy endings
i. With luck
j. By making good things happen to characters
Evaluation
Date: February 21st, 2023
Form: Two-Group 3
Topic: Vocabulary
Sub-Topic: Root words
Session(s): 1
Objective(s):
 define 'root word'

 explain how a root word relates to suffixes and prefixes
 Write/add prefixes and suffixes to root words
 identify the meaning of words with common prefixes and suffixes
Previous Knowledge:
 Pupils are familiar with suffixes and prefixes.
Materials: Worksheets, Flash Cards

Introduction:
 Teacher writes the words 'helpful,' 'spoonful,' and 'reheated' on the board. Ask students to
study for ten seconds, then share what they notice. Tell students: If you look at these
words carefully, you might notice that they have smaller words hidden inside.
(A root word is the simplest form of a word. It can have beginnings and endings added to
it. When we combine root words with beginnings or endings, it creates new words. Now
we are going to look for the beginning and endings that were added to the root word
HEAT.")
 Stick the flash card word REHEATED on the board.

 Underline the root word HEAT and explain that this is the root word and, even though it
is part of the word REHEATED, it can also stand alone.
 Explain: "
 Point out the prefix RE- and explain that, in this word, RE- is the beginning, or prefix,
that is attached to the root word to alter its meaning (e.g. “RE- means again, so when we
see this word, we know that it means to ‘heat again.’”).
 Point out the suffix -ED and explain: "This is added to the end of the word, so it is called
a suffix. A suffix can change the part of speech or tense of a word. -ED is added to words
to make them past tense. That means the root word HEAT, a verb, happened in the past.
So, now we know that reheated means 'heated again in the past.'"
 Explain: "Each of these word parts contribute to the meaning of a word. Knowing about
root words, suffixes, and prefixes can help you determine the meaning of unfamiliar
words."
Procedure:
Step One:
 Teacher on flash cards presents words 'refuel,' 'retreat,' and 'respell' on the board and
asked students what do they notice.
 Lead students to the concepts of prefix and suffix, then help them identify the root words
in each of these examples. Have volunteer students come and underline or outline the
root words.
 Write the term 'root word' on the board and work with students to define.
Step Two:
Teacher plays a video Spelling & \n bWord Patterns: Prefixes, Suffixes & Root Words .
Teacher asks after video:
 What are word parts?
 What do different word parts represent?
 How do word parts determine meaning?
 Why can some root words not stand alone
Step Three:
 Work with students to brainstorm a list of root words and record on chart paper or the
board.
o Where are prefixes in a word?
o What is a way you can remember where the prefixes are?
What impact do prefixes have on word meaning?
Step Four:
 Place index cards in a bowl and ask each student to take one without looking.
 Explain to students they will be playing 'Musical Root Words.' When the music begins,
they should walk around the room attempting to find another student with an index card
that can make a complete word. Students without a full word when the music stops sit
out, and playing students draw another card and repeat the process until there a final duo
winner.
 Play a demonstration round with students in order for complete understanding. Show how
a card with the root word 'swim' can combine with the suffix 'ing' to make 'swimming,' or
a card with the root word 'teach' and a prefix 're' can combine to make 'reteach.'
 Play the game several times, giving students many opportunities to create words. Write
words students create on the board for visual learners.
Assessment:
Please see worksheets for root words in appendix
Evaluation:
Date: February 23rd, 2023

Form: Two-Group 3
Session(s): 1
Objective(s):

Previous Knowledge:
Introduction:
Procedure:
Step One:

1:57.
Step Two:

Step Three:
Assessment:
k. The introduction of the main character

l. A plot twist
m. The part of the plot that creates obstacles that stand in the way of the protagonist
achieving his goal
n. The resolution of a story
o. A part of the climax
k. Children's stories and fairy tales typically do not develop the rising action
l. Drama is when bad things happen to characters
m. The third pig built his house of bricks and the wolf could not blow it down
n. The climax occurs towards the end of the story
o. The rising action is a part of the plot
k. The rising action starts out big, gets smaller and then gets big again
l. It can vary from story to story
m. The obstacles start out very difficult for the hero and get easier as the plot moves forward
n. It doesn't really matter how the rising action develops
o. The obstacles become more and more complex until it seems like the hero will never
overcome them
k. Rocky's wife doesn't want him to fight

l. Drago appears bigger and stronger than Rocky
m. When Rocky beats Drago
n. Rocky is fighting for Apollo Creed and the nation
o. Drago has a team of trainers and uses steroids
k. With climaxes
l. Through conflict
m. With happy endings
n. With luck
o. By making good things happen to characters
Evaluation

Form: Two-Group 3
Topic: Literature
Sub-Topic: Young Warriors (Characterization)
Session(s): 4
Objective(s):
 Discuss the events of chapters 1-4
 Distinguish characters and their roles in the selected chapters
 Compare and contrast selected characters
 Evaluate characters based on given criteria
 Examine the effect of setting on characters/ characterization
Previous Knowledge:
 Students have previously read and answer questions based on chapters 1-4.
Materials: Worksheets, Flash-Cards, Text: Young Warriors Chapter 1-4; Pages1-36.
Content:
1. Characterization – is the process by which the author makes the character reveal the
personality or character traits of the
various characters in the novel or story.
This process can be done through direct or indirect characterization.
Direct Characterization – Through direct characterization the author outlines the traits
and personality of the characters.
Indirect Characterization – Through indirect characterization the characters’ traits are

revealed through their: Speech, Thoughts, Effect on others, Actions and Looks (STEAL).
Introduction:
 The teacher will play the sound of the abeng at the beginning of the class. Students will be
told that it is the sound of the abeng.

 Students will then be asked the significance of the abeng based on their reading of chapters
1-4.
 Students will share their responses.
Procedure:
Step One:
Students will then be guided to discussing the guided reading questions for chapters 1-4.
Example:
Step Two:
Students will be divided into five groups. Each group will be assigned one of the tests the boys
were given to become young warriors. These tests include;
 The questioning
 Shooting
 Knife Throwing
 Sling Shot Throwing
 Honour
1. What is this test designed to accomplish? Why?

2. How did each boy perform in this test?
3. Which boy performed the best on this test?
4. Why did the selected boy perform so well?
5. How were the boys prepared to pass the test?
Step Three;
 Following this the teacher will guide students through the
process of direct and indirect characterization by using
extracting featuring character descriptions in the selected chapters. Students will make the
necessary notes.
Step Five:
 Students will be guided to reviewing the setting and outlining instances where the
setting would have impacted the characters’ thoughts and actions.
Assessment:
 Design/draw the layout of Mountain Top based on the descriptions provided in chapters 1-
4.
OR
 Select ONE advice you will give ONE character. Explain why you think this advice is
important or what changes your advice might cause.
Evaluation:
Homework:
Create a character album/social media profile showing all the characters in chapters 1-4. Include
the following information:
 Physical description of the character
 Picture
 Personality traits
 Role in the selected chapters
Date: February 21st, 2023

Form: Three Group 3
Topic: Vocabulary
Sub-Topic: Root words
Session(s): 1
Objective(s):
 define 'root word'

 explain how a root word relates to suffixes and prefixes
 Write/add prefixes and suffixes to root words
 identify the meaning of words with common prefixes and suffixes
Previous Knowledge:
 Pupils are familiar with suffixes and prefixes.
Materials: Worksheets, Flash Cards

Introduction:
 Teacher writes the words 'helpful,' 'spoonful,' and 'reheated' on the board. Ask students to
study for ten seconds, then share what they notice. Tell students: If you look at these
words carefully, you might notice that they have smaller words hidden inside.
(A root word is the simplest form of a word. It can have beginnings and endings added to
it. When we combine root words with beginnings or endings, it creates new words. Now
we are going to look for the beginning and endings that were added to the root word
HEAT.")
 Stick the flash card word REHEATED on the board.

 Underline the root word HEAT and explain that this is the root word and, even though it
is part of the word REHEATED, it can also stand alone.
 Explain: "
 Point out the prefix RE- and explain that, in this word, RE- is the beginning, or prefix,
that is attached to the root word to alter its meaning (e.g. “RE- means again, so when we
see this word, we know that it means to ‘heat again.’”).
 Point out the suffix -ED and explain: "This is added to the end of the word, so it is called
a suffix. A suffix can change the part of speech or tense of a word. -ED is added to words
to make them past tense. That means the root word HEAT, a verb, happened in the past.
So, now we know that reheated means 'heated again in the past.'"
 Explain: "Each of these word parts contribute to the meaning of a word. Knowing about
root words, suffixes, and prefixes can help you determine the meaning of unfamiliar
words."
Procedure:
Step One:
 Teacher on flash cards presents words 'refuel,' 'retreat,' and 'respell' on the board and
asked students what do they notice.
 Lead students to the concepts of prefix and suffix, then help them identify the root words
in each of these examples. Have volunteer students come and underline or outline the
root words.
 Write the term 'root word' on the board and work with students to define.
Step Two:
Teacher plays a video Spelling & Word Patterns: Prefixes, Suffixes & Root Words .
Teacher asks after video:
 What are word parts?
 What do different word parts represent?
 How do word parts determine meaning?
 Why can some root words not stand alone
Step Three:
 Work with students to brainstorm a list of root words and record on chart paper or the
board.
o Where are prefixes in a word?
o What is a way you can remember where the prefixes are?
What impact do prefixes have on word meaning?
Step Four:
 Place index cards in a bowl and ask each student to take one without looking.
 Explain to students they will be playing 'Musical Root Words.' When the music begins,
they should walk around the room attempting to find another student with an index card
that can make a complete word. Students without a full word when the music stops sit
out, and playing students draw another card and repeat the process until there a final duo
winner.
 Play a demonstration round with students in order for complete understanding. Show how
a card with the root word 'swim' can combine with the suffix 'ing' to make 'swimming,' or
a card with the root word 'teach' and a prefix 're' can combine to make 'reteach.'
 Play the game several times, giving students many opportunities to create words. Write
words students create on the board for visual learners.
Assessment:
Please see worksheets for root words in appendix
Evaluation:
Date: February 22nd, 2023

Form: Three-Group 3
Session(s): 1
Objective(s):

Previous Knowledge:
Introduction:
Procedure:
Step One:

1:57.
Step Two:

Step Three:
Assessment:
p. The introduction of the main character

q. A plot twist
r. The part of the plot that creates obstacles that stand in the way of the protagonist
achieving his goal
s. The resolution of a story
t. A part of the climax
p. Children's stories and fairy tales typically do not develop the rising action
q. Drama is when bad things happen to characters
r. The third pig built his house of bricks and the wolf could not blow it down
s. The climax occurs towards the end of the story
t. The rising action is a part of the plot
p. The rising action starts out big, gets smaller and then gets big again
q. It can vary from story to story
r. The obstacles start out very difficult for the hero and get easier as the plot moves forward
s. It doesn't really matter how the rising action develops
t. The obstacles become more and more complex until it seems like the hero will never
overcome them
p. Rocky's wife doesn't want him to fight

q. Drago appears bigger and stronger than Rocky
r. When Rocky beats Drago
s. Rocky is fighting for Apollo Creed and the nation
t. Drago has a team of trainers and uses steroids
p. With climaxes
q. Through conflict
r. With happy endings
s. With luck
t. By making good things happen to characters
Evaluation

Form: Three-Group 3
Topic: Grammar
Sub-Topic: Preposition
Session(s): 3
Objective(s):
 Identify and use prepositions to write complete sentences.
 Define what is a “preposition”
Previous Knowledge:
 Students are familiar with prepositions from previous classes.
Materials: Worksheets, Flash-Cards
Introduction:
 Write a sentence on the board that is missing a preposition (i.e., The dog sits the table.)
 Ask students what is wrong with the sentence (e.g., it's missing a word; it doesn't make
sense).
 Explain that, in this sentence, it is unclear how the dog and the table are related to one
another.
 Present a picture of a dog under a table, and ask the students to use the picture to decide
what word should be added to the sentence to make it clearer.
 Invite a student to come up to the board and rewrite the correct sentence (i.e., The dog
sits under the table.)
 Underline the word under in the new sentence and explain that this word is a preposition.
A preposition is a word that expresses the relationship between a noun and another
word. In this case, the preposition tells us the dog's position in relation to the table.
Procedure:
Step One:
 Teacher presents a passage.
 Allow pupils to read the passage and identify prepositions.
 Teacher and students discuss the prepositions found in passage.
Step Two:
 Teacher plays game with students. Simon says.

 Each student is asked to stand behind his/her chair etc.
Step Three:
 Pair students in the classroom and hand out “I spy” sheets. The sheets contain pictures of
objects, that one of the teammates should hunt for. When one student locates the object,
he describes the location to the partner using correct prepositions. The challenge is not
the touch or show the object, but tell the location using descriptive explanation with
propositions included in it.
Assessment: Please see worksheet
Evaluation

English Lesson Plan Highlights Parts of Speech and Story Elements

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LESSON

FEBRUARY 20, 2023

 Identify and explain eight parts of speech

 Teacher distributes a passage to students. Students read passage aloud.

Assessment: Complete worksheets. (Please see appendix)

Date: February 23rd, 2023

 define 'rising action'

Materials: Worksheets, Flash-Cards, video, copies of short stories

 Students listen to a video Rising Action in a Story: Definition & Examples and pause at

 Resume the lesson video and pause at 5:27.

Answer the following questions.

What is the rising action in a story?

a. The introduction of the main character

2. Which of the following statements is false?

3. How does the rising action develop in a story?

a. Rocky's wife doesn't want him to fight

5. How do writers create drama?

 Identify long and short vowel sounds and spellings

Materials: Worksheets, Flash-Cards

Assessment: worksheets (see below)

Date: February 25th, 2023

 define 'rising action'

Previous Knowledge: Pupils can identify elements of a story

Materials: Worksheets, Flash-Cards, video, copies of short stories

 Students listen to a video Rising Action in a Story: Definition & Examples and pause at

 Resume the lesson video and pause at 5:27.

Answer the following questions.

What is the rising action in a story?

f. The introduction of the main character

2. Which of the following statements is false?

3. How does the rising action develop in a story?

f. Rocky's wife doesn't want him to fight

5. How do writers create drama?

 define 'root word'

Materials: Worksheets, Flash Cards

 Stick the flash card word REHEATED on the board.

What impact do prefixes have on word meaning?

Date: February 23rd, 2023

 define 'rising action'

Materials: Worksheets, Flash-Cards, video, copies of short stories

 Students listen to a video Rising Action in a Story: Definition & Examples and pause at

 Resume the lesson video and pause at 5:27.

Answer the following questions.

What is the rising action in a story?

k. The introduction of the main character

2. Which of the following statements is false?

3. How does the rising action develop in a story?

k. Rocky's wife doesn't want him to fight

5. How do writers create drama?

Date: February 24th, 2023

Materials: Worksheets, Flash-Cards, Text: Young Warriors Chapter 1-4; Pages1-36.

This process can be done through direct or indirect characterization.

Indirect Characterization – Through indirect characterization the characters’ traits are

1. What is this test designed to accomplish? Why?

Date: February 21st, 2023

 define 'root word'

Materials: Worksheets, Flash Cards

 Stick the flash card word REHEATED on the board.

What impact do prefixes have on word meaning?

Date: February 22nd, 2023

 define 'rising action'

Materials: Worksheets, Flash-Cards, video, copies of short stories

 Students listen to a video Rising Action in a Story: Definition & Examples and pause at