4REnglishTerm3&4

Overview:InTerm3,studentswillengagewithliterarytextsforenjoymentanddiscusshowauthorsandillustratorsmake
storiesexcitingandholdreadersinterestbyusingvarioustechniques.Studentswillreadimaginativetextsanduse
comprehensionstrategiestounderstandcomplexsequencesofeventsthatextendoverseveralpagesandinvolveunusual
events.Also,studentswillinvestigatehowquotationmarksareusedfordialogueandcreatetheirowncharacters,storylinesand
settings.Studentswilllistento,readandviewpersuasivetexts(contemporaryandfromearliertimes)thatareallaroundusin
themediaandonlineandexploretheeffectsofimages,andthedifferencesbetweenfactualrecordingandreportingand
opinionatedoremotivereporting.

Year:
2016
Class: 4R
Teacher:MrsRachelHarlen
Access: School
When: Term3
Active

ADJUSTMENTSANDMODIFICATIONS:
WhiteAdjustedspellinggroupfor4R:CharlotteSmith,MiaSloan,NickGrant,HaydenRobinson,ZaraSchurmann,Zoe
Schurmann,SchafireHart.
MiaSloantoattendFocusGroupwithMrsO'Dempsey.
IEPgoalsandstrategiesinplacetohelpNGcommunicatewithTeachingStaffandpeers.
TeachersandteacheraidescheckconstantlyinclassesthatNG,HR,SHandNWunderstandinstructions.
NG,SHandHRtoberemindedatthebeginningofeachclasstoaskforassistance.Duringeachlessontheywillbeprompted
toaskfor,ratherthanbeoffered,assistance.
Providevisualaswellasverbalpromptstoaidmemoryandunderstandinge.g.dotpointsonboard,checklist,picturecuesfor
SH
Providevisualpromptsandorandexemplarwhenpossibletoallowinstructionsandtaskstobecompletedwithgreatersuccess
forSH.
NW,NG,JDandSHaregivenextratimeatthebeginningofeachlessonandreminderswherenecessarytoorganisebooksand
equipment.
AllowancesforHRandNGtobeasindependentaspossiblewhenworkingwiththem.
RepetitionofinstructionsforclarificationforNG,SHandNW.
PromptstocheckonprogressSH,NW,NG.
AdjustedandseparatespellingassessmentinmainstreamclassesWhiteSpellingGrouphasseparatespellinglistsand
dictationforweeklyspellinganddictationtests.
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Instructions/taskstobebrokendownintosmall,simplestepscheckforunderstandingandaskNG,SHandNWtorepeat
theinstructionorexplainthetaskintheirownlanguagebeforebeginninganeworunfamiliartask
UseofipadforwritingtaskstobeusedasoftenaspossibleforKGG.
JRandNOwherepossibleallowuseofFrixionPensforwritingtasksforOTconsiderations.
Duration:10Weeks
Approaches:GrabBag/CuriosityBoxitemsrelatedtoaspecifictopic,TheFourResourcesModelVisualAnalysisCode
Breaker,MeaningMaker,TextUserandTextAnalyst,ImageAssociatedIdeasStuckforIdeas?Usethistooltotwistyour
thinking,sparkoriginalthoughtsandcomeupwithideasthatareoutofthebox.(Design),ConsequencesWheela
clustering/mindmappingdiagramtovisuallyshowchoices/actionsandconsequences,HotSeatstudentsanswerquestionsin
thepersonaofanothercharacter,WordWalltopicspecificwords,Journalling/DiaryEntries,Alphabetagoriesstudentsuse
selectlettersofthealphabettolistwordsrelatedtoachosentopic

SubjectscoveredinthisUnit
EnglishAC
Year4
ELA4.10*Understandhowadverbgroups/phraseandprepositionalphrasesworkindifferentwaystoprovidecircumstantialdetailsaboutanactivity(expressing
anddevelopingideas).
ELA4.11Exploretheeffectofchoiceswhenframinganimage,placementofelementsintheimage,andsalienceoncompositionofstillandmovingimagesina
rangeoftexttypes(expressinganddevelopingideas).
ELA4.12Incorporatenewvocabularyfromarangeofsourcesintostudentsowntextsincludingvocabularyencounteredinresearch(expressinganddeveloping
ideas).
ELA4.13Understandhowtouseknowledgeofletterpatternsincludingdoubleletters,spellinggeneralisations,morphemicwordfamilies,commonprefixesand
suffixesandwordoriginstospellmorecomplexwords(Phonicsandwordknowledge).
ELA4.14Readandwritealargecoreofhighfrequencywordsincludinghomophonesandknowhowtousecontexttoidentifycorrectspelling(Phonicsandword
knowledge).
ELA4.2Understandthatsocialinteractionsinfluencethewaypeopleengagewithideasandrespondtoothersforexamplewhenexploringandclarifyingtheideas
ofothers,summarisingstudents'ownviewsandreportingthemtoalargergroup(languageforinteraction).
ELA4.3Understanddifferencesbetweenthelanguageofopinionandfeelingandthelanguageoffactualreportingorrecording(languageforinteraction).
ELA4.4Understandhowtextsvaryincomplexityandtechnicalitydependingontheapproachtothetopic,thepurposeandtheintendedaudience(textstructure
andorganisation).
ELA4.5Understandhowtextsaremadecohesivethroughtheuseoflinkingdevicesincludingpronounreferenceandtextconnectives(textstructureand
organisation).
ELA4.6Recognisehowquotationmarksareusedintextstosignaldialogue,titlesandquoted(direct)speech(textstructureandorganisation).
ELA4.7Identifyfeaturesofonlinetextsthatenhancereadabilityincludingtext,navigation,links,graphicsandlayout(textstructureandorganisation).
ELA4.8Understandthatthemeaningofsentencescanbeenrichedthroughtheuseofnoungroups/phrasesandverbgroups/phrasesandprepositionalphrases
(expressinganddevelopingideas).
ELA4.9Investigatehowquoted(direct)andreported(indirect)speechworkindifferenttypesoftext(expressinganddevelopingideas).
ELT4.1Makeconnectionsbetweenthewaysdifferentauthorsmayrepresentsimilarstorylines,ideasandrelationships(literatureandcontext).
ELT4.2Discussliteraryexperienceswithothers,sharingresponsesandexpressingapointofview(respondingtoliterature).
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ELT4.3Usemetalanguagetodescribetheeffectsofideas,textstructuresandlanguagefeaturesofliterarytexts(respondingtoliterature).
ELT4.4Discusshowauthorsandillustratorsmakestoriesexciting,movingandabsorbingandholdreadersinterestbyusingvarioustechniques,forexample
characterdevelopmentandplottension(examiningliterature).
ELT4.6Createliterarytextsthatexplorestudentsownexperiencesandimagining(creatingliterature).
ELT4.7Createliterarytextsbydevelopingstorylines,charactersandsettings(creatingliterature).
ELY4.1Identifyandexplainlanguagefeaturesoftextsfromearliertimesandcomparewiththevocabulary,images,layoutandcontentofcontemporarytexts
(textsincontext).
ELY4.10Writeusingclearlyformedjoinedletters,anddevelopincreasedfluencyandautomaticity(creatingtexts).
ELY4.11Usearangeofsoftwareincludingwordprocessingprogramstoconstruct,editandpublishwrittentext,andselect,editandplacevisual,printandaudio
elements(creatingtexts).
ELY4.2Interpretideasandinformationinspokentextsandlistenforkeypointsinordertocarryouttasksanduseinformationtoshareandextendideasand
information(interactingwithothers).
ELY4.3Useinteractionskillssuchasacknowledginganotherspointofviewandlinkingstudentsresponsetothetopic,usingfamiliarandnewvocabularyanda
rangeofvocaleffectssuchastone,pace,pitchandvolumetospeakclearlyandcoherently(interactingwithothers).
ELY4.4Plan,rehearseanddeliverpresentationsincorporatinglearnedcontentandtakingintoaccounttheparticularpurposesandaudiences(interactingwith
others).
ELY4.5Identifycharacteristicfeaturesusedinimaginative,informativeandpersuasivetextstomeetthepurposeofthetext(interpreting,analysing,evaluating).
ELY4.6Readdifferenttypesoftextsbycombiningcontextual,semantic,grammaticalandphonicknowledgeusingtextprocessingstrategiesforexample
monitoringmeaning,crosscheckingandreviewing(interpreting,analysing,evaluating).
ELY4.7Usecomprehensionstrategiestobuildliteralandinferredmeaningtoexpandcontentknowledge,integratingandlinkingideasandanalysingand
evaluatingtexts(interpreting,analysing,evaluating).
ELY4.8Plan,draftandpublishimaginative,informativeandpersuasivetextscontainingkeyinformationandsupportingdetailsforawideningrangeofaudiences,
demonstratingincreasingcontrolovertextstructuresandlanguagefeatures(creatingtexts).
ELY4.9Rereadandeditformeaningbyadding,deletingormovingwordsorwordgroupstoimprovecontentandstructure(creatingtexts).
*UnexpectedContentDescription

StudentsparticipatinginthisUnit
AduaiDengAbot
ThomasAdams
SuzannahChappel
JamesDarvall
KieronGivneyGoodwin
NicholasGrant
EmilyGray
SchafireHart

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JoshuaHawkless
JudeHowarth
FlornaJamin
KatherineKeegan
OliviaKing
MillieMatthews
PatrickMuir
HollieNichols

MingusNielsen
IsabelO'Dempsey
NathanOttobrino
LukePascoe
BraytonPolitch
JeremyRauchle
HaydenRobinson
ElanoreSantillan

ZaraSchurmann
ZoeSchurmann
RebeccaScott
MiaSloan
CharlotteSmith
CooperVanDerLinden
EmmaVanNiekerk
NoahWatson

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SequenceofLearningActivities
Differentiation,AdjustmentsandModifications.

CDs:

***SoundFieldSystemtobeutalisedbyCTandstudents(wherenecessary)forALLlessons.

WhiteAdjustedspellinggroupfor4R:CharlotteSmith,MiaSloan,NickGrant,HaydenRobinson,ZaraSchurmann,ZoeSchurmann,SchafireHart.
MiaSloantoattendFocusGroupwithMrsO'Dempsey.
IEPgoalsandstrategiesinplacetohelpNGcommunicatewithTeachingStaffandpeers.
TeachersandteacheraidescheckconstantlyinclassesthatNG,HR,SHandNWunderstandinstructions.
NG,SHandHRtoberemindedatthebeginningofeachclasstoaskforassistance.Duringeachlessontheywillbepromptedtoaskfor,ratherthanbeoffered,assistance.
Providevisualaswellasverbalpromptstoaidmemoryandunderstandinge.g.dotpointsonboard,checklist,picturecuesforSH
ProvidevisualpromptsandorandexemplarwhenpossibletoallowinstructionsandtaskstobecompletedwithgreatersuccessforSH.
NW,NG,JDandSHaregivenextratimeatthebeginningofeachlessonandreminderswherenecessarytoorganisebooksandequipment.
AllowancesforHRandNGtobeasindependentaspossiblewhenworkingwiththem.
RepetitionofinstructionsforclarificationforNG,SHandNW.
PromptstocheckonprogressSH,NW,NG.
AdjustedandseparatespellingassessmentinmainstreamclassesWhiteSpellingGrouphasseparatespellinglistsanddictationforweeklyspellinganddictationtests.
Instructions/taskstobebrokendownintosmall,simplestepscheckforunderstandingandaskNG,SHandNWtorepeattheinstructionorexplainthetaskintheirown
languagebeforebeginninganeworunfamiliartask

UseofipadforwritingtaskstobeusedasoftenaspossibleforKGG.

JRandNOwherepossibleallowuseofFrixionPensforwritingtasksforOTconsiderations.

SpellingWeeklySpellingandDictation

CDs:ELA4.12

ELA4.13

ELA4.14

Term3TargetedSpellingDelMerrick(BluenonadjustedSpellingGroup)
Week1Lesson19Addingendingstowordsendingin'y'andassociatedspellingrules.Droptheyandaddani.Lookforthevowelbeforethey.Addingingtowordsending
iny.
Week2Lesson20Silentkandw.Addingcommonendings.
Week3Lesson21Silentbandt.
Week4Lesson22Letterteamsoiandoy.
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Week5Lesson23Letterteamsare,airandeir.
Week6Lesson25LetterTeamsguandqu.
Week7Lesson26Endingselandal.
Week8Lesson27Visualletterpatternough.
Week9Lesson28Letterwithth,whandph.
Eashweekstudentscompleteaccompaninglessons'SpellingCorner'and'PencilWork'sheets.MainstreamnonadjustedstudentsneedtheirSmallWhite,BigWhiteand
PurpleSpellingbooksbeforespellinglessonbegins.

Term3LSTDefiniedSpelling(Whiteadjustedspellinggroup)
Week1Lesson1
Week2Lesson2'sl'blends
Week3Lesson3'br'blends
Week4Lesson4'cr'blends
Week5Lesson5'fr'blends
Week6Lesson6'gr'blend
Week7Lesson7'pr'blends
Week8Lesson8'tr'blends
Week9Lesson9'dr'blends
WeeklyworksheetsandcompletiontasksasperstudentbookletprovidedbytheLSteam.
Approaches
WordWalltopicspecificwords
Journalling/DiaryEntries
Alphabetagoriesstudentsuseselectlettersofthealphabettolistwordsrelatedtoachosentopic
AdjustmentofActivities
WhiteAdjustedspellinggroupfor4R:CharlotteSmith,MiaSloan,NickGrant,HaydenRobinson,ZaraSchurmann,ZoeSchurmann,SchafireHart.
IEPgoalsandstrategiesinplacetohelpNickcommunicatewithTeachingStaffandpeers.
TeachersandteacheraidescheckconstantlyinclassesthatNick,Hayden,ShcafireandNoahunderstandinstructions.
Schafire,Nick,Haydentoberemindedatthebeginningofeachclasstoaskforassistance.Duringeachlessontheywillbepromptedtoaskfor,ratherthanbeoffered,
assistance.
Providevisualaswellasverbalpromptstoaidmemoryandunderstandinge.g.dotpointsonboard,checklist,picturecuesforSchafireHart.
ProvidevisualpromptsandorandexemplarwhenpossibletoallowinstructionsandtaskstobecompletedwithgreatersuccessforSchafireHart.
NoahWatsonandSchafirearegiventimeatthebeginningofeachlessontoorganisebooksandequipment.
AllowHaydenandNicktobeasindependentaspossiblewhenworkingwiththem.
RepetitionofinstructionsforclarificationforNick,SchafireandNoah.
PromptstocheckonprogressSchafire,NickandNoah.
AdjustedandseparatespellingassessmentinmainstreamclassesWhiteSpellingGrouphasseparatespellinglistsanddictationforweeklyspellinganddictationtests.
Instructions/taskstobebrokendownintosmall,simplestepscheckforunderstandingandaskNick,SchafireandNoahtorepeattheinstructionorexplainthetaskintheir
ownlanguagebeforebeginninganeworunfamiliartask
UseofipadforwritingtaskstobeusedasoftenaspossibleforKieronGivneyGoodwin.
JeremyRauchleandNathanOttobrinowherepossibleallowuseofFrixionPensforwritingtasksforOTconsiderations.
Resources
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SustainedReading

CDs:ELY4.6 ELT4.1 ELT4.2 ELA4.5

ELY4.7 ELT4.3 ELT4.4 ELA4.4

ELA4.12

ELY4.1

ELY4.3

ELY4.5

TERM3WholeclasscompletionofRunningRecordsforevaluationandprepardnessforP/Tinterviews.

DailySustainedReading
Eachdaystudentsparticipateinsilentsustainedreading.Theywillreadforbetween10and15minuteseachdayafterthelunchplaybreak.
Eachstudentwillhavetheirown'goodfit'chapterbookandberesponsibleforensuringtheyhaveachapterbookintheirdesksforreadingeachday.Thesebookscanbefrom
homeorborrowedduringtheclassLibraryborrowingsessionsonTuesday.
AttheconclusionofReadingStamina,studentswillrespondtotheirtextsusing
SixThinkingHatstemplateadifferenthateachday/week.Every3weeksstudentswillbeaskedtocompileabookreportusingprintedtemplate.
PairandShareStudentstaketurnsreadingfromtheirbookstothierdeskpaisandthensharinganddiscusssingbookcontents.
ORwrite/drawashortreflectiononreadingintheirSilverStarbook,usingasentencestarterbasedontheweek'scomprehensionskill

The4RBookClub(extensiongroup)
CompletedingroupsonceaweekwithCT/Aide.
NO,JD,IO'D,FJ,KK,TA,MN

Asstudentsread,theymarkrelevantpassagesthatarerelevanttotheirdiscussionsand
Beforeyoumeetwithyourliteraturecircle,chooseapartofyourbookthat:

makesyouwonder
makesyoulaugh
makesyousadorupset
youdontunderstand
wasyourfavoritepart
hasinterestingwords
remindsyouofanotherbook
remindsyouofsomethingthathashappenedin
yourlife
Markthepartsyouwanttodiscuss.Bereadytotalkaboutyourchoices.
Whenstudentsareparticipatinginthediscussiontheyreadthepassagealoud,andshareideas/thoughtsaboutthetext.

ReadyReadersEitherCTorTAMUSTlistentothesestudentsreaddaily.ComprehensionandReadingforUnderstandingaFocus
SH,NG,MS.

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OlympicWritingPrompts

CDs:

CreativeWritingPrompts
TobecompetedinSilverStarwritingjournals.
AtleastonceaweekstudentswillwatchanOlympicthemedvideo/clip/YouTubetobeusedasawritingprompt.Teacherwillprovideafocuswordassociatedwiththeoverall
'Theme'ofthevideo.

Suggestions:
"NeverGiveUp"DerekRedmond'sraceattheBarcelona1992Olympics.
"Determination"KerriStrug'sfinalvaultwithabrokenankle.Couldalsobeentitled"TeamWork"
"Attitude"DavidKatoatauWeighlifting/Dancing
"PracticeMakesPerfect"SimoneBilesDefyinggravitywithhersignaturefloorroutinenamedafterher.2016Olympics
"AlwaysKeepDreaming"StevenBradburyIceSkatingGoldMedalSaltLakeCity2002

WordOftheWeek(WOW)andTimedWriting

CDs:

WOWandTimedWriting
Studentsareencouragedtofindinteresting/exciting/unusualvocabularlywordsintheirSustainedReading.AtthebeginningofeachweektheWOWchartontheWhiteBoard
ischangetoreflecttheWOWfromtheDelMerrickSpellingprogramandalsoavocabularlywordasnominatedbythestudentsorCT.
Timedwriting1minplanningtimeandthen79minutesofwritingiscompletedataminumumtwiceweekly.(CTiPadusedastimer)

Studentsedittheirworkwiththefollowingguide
UnsureofSpelling:CircleinRed
WOW's:UnderlineorCircleinGreen
BestSentence:StudentsnominatetheirbestsentenceandunderlineitinBlue.

PunctuationandGrammar

CDs:ELA4.6

ELA4.8

ELA4.9

ELA4.10

ELY4.9

PunctuationFocus:QuotationMarksdirectandindirectorreportedspeech.

ReviewCommas:Separatingapersonspokentofromtherestofthesentence.

QuotationMarksdirectspeech.

QuotationMarkstitles

GrammarFocus:personalpronouns
Resources
Resource:Commas,QuotationMarksandApostrophes'byLynCatchpole

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ReadingComprehensionStrategies

CDs:

ReadingComprehensionStrategies
Term3
AsperMelissaMazurunit.

Week1
Week2Predicting
Week3Predicting
Week4MainIdeaandDetail
Week5MainIdeaandDetail
Week6ImageryandImaginativeLanguage
Week7ImageryandImaginativeLanguage
Week8ContextClues

Term4
AsperMelissaMazurunit.

Week1ContextClues
Week2InferencesandInfering
Week3InferencesandInfering
Springboards
Week4Predicting
Week5Predicting
Week6ImageryExt
Week7ImageryExt

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FracturedFairyTaleNarrativeAustralianTheme

CDs:

***CompleteLearningIntentionwithClass.

Narratives

FeaturesofaNarrative:

TEXTSTRUCTURE
organisation
development
paragraphs

COHESION
logicalsequence
paragraphs
pronounreference
othercohesion

FracturedFairyTales:
CindyEllaAnAustralianCinderellaStory
RohalDahlDirtyBeastsandRevoltingRhymes(BESELECTIVEsomeareinappropriate)
LeapingBeauty
Shrek
RoomontheBroomNonTraditionalWitchandDragon

FFTtohaveanAustralianThemetocoincidewithBokWeek:AustralianStory

Studentsdraft,writeandpublishtheirownFracturedFairyTale.

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AuthorStudyAustralianAuthorsBookWeek:
AustralianStory

CDs:

***CompleteLearningIntentionwithClassIdentifyhowauthorsandillustratorsmakestoriesexciting,movingandabsorbing.(e.g.)

AuthorStudy
StudentschooseanAustralianAuthortocompleteanAuthorStudyon.
.pptRoaldDahlandJ.R.RowlingsexamplesofAuthorStudies.
ClassExampleandExemplars.

WhatisaBiography?
WhycompleteandAuthorStudy?
ResearchMethods

AuthorStudyhandoutstobecompletedassummaryitems.

StudentsthencolateandcompleteAuthorStudyelectronicallyorintheirProjectBooks.

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CharacterStudy(It'sintheBag!)

CDs:

***CompleteLearningIntentionwithClassDiscusschoicesauthorsmakeregardingtheircharacters.
CharacterPaperBagStudy:
StudentschooseacharacterasociatedwiththeirchosenAuthorfromtheirAuthorStudy.Studentsidentifychoicesauthorsmakeaboutcharactersandcharacterdevelopment
bycompletinganindepthguidedstudyonacharacteroftheirchoice.Studentsidentifycharactertraits,discusschoicestheauthorhasmaderegardingthecharacterand
choose5itemsthatrepresenttheircharacter.Studentsmustjustifytheseitemchoices.
TeachingSequence:
ImportnaceofImageryanddescriptivelanguage
Whoareyourfavouritecharacters?Why?
Whydoauthorsmakecharactersrelatable?Howdotheydothis?
WhatisaCharacterTrait
CompleteCharacterTraitworksheets
Determineitemsthatrepresentthemselves
Determineitemsthatmightrepresenttheircharacters
AddCharacterStudytoBag
ListCharacterTraitstobag
Justifyitemsandcompleteitemtags.
Additemsandtagstobags
Display.

Approaches
GrabBag/CuriosityBoxitemsrelatedtoaspecifictopic
TheFourResourcesModelVisualAnalysisCodeBreaker,MeaningMaker,TextUserandTextAnalyst
ImageAssociatedIdeasStuckforIdeas?Usethistooltotwistyourthinking,sparkoriginalthoughtsandcomeupwithideasthatareoutofthebox.(Design)
ConsequencesWheelaclustering/mindmappingdiagramtovisuallyshowchoices/actionsandconsequences
HotSeatstudentsanswerquestionsinthepersonaofanothercharacter
AdjustmentofActivities
SeeDifferentiation,AdjustmentsandModificationsTab.

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PoetryAnthology

CDs:

***CompleteLearningIntentionwithClassWordPlaythroughtheexplorationofvariousliteraydevicesfoundinPoetrythroughthecreationofaPoetry
Anthology.(i.e.)
PoetryAnthologies:
LiteracyDevicesandtheiruses:
SpoonerismsExample:RunnyBabbitandRindercella
OnomatopeiaExampleCampingFireworks(OnomatopeiaPosterProject)
Puns

TeachFeaturesof:
Cinquains(.pptexamplesandminiunit)
Quatrains(.pptandexamplesfromPrac)
TrueRhyme(ExtensionofAABBorABABpatternsfoundinQuatrains)

InclusionsintheAnthologyinclude:
Cinquains
Quatrains
AcrosticPoems
TrueRhyme
Onomatopeia

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AssessmentTasks
FracturedFairyTalesFracturedFairyTale
AuthorAuthorStudyandBookReviewResearchandwrittenproject

AuthorStudyCanbecompletedelectronically(Prezi,PowerPoint,KeyNote)orinprjoectbooks.

StudentsmustprovideasimplebiographyonanAustralianAuthor.Backgroudinformation,firstbookpublished,genretypesandawardswonmustbeinvestigated,explored
anddiscussed.
Term3EndofTermSpellingStudentResponseSheet(TobecompletedbeforeP/Tinterviews)StandardisedTestAsperDelMerrickAssessment
Term2EndofTermSpellingStudentResponseSheetStandardisedTestAsperDelMerrickAssessment
ReadingComprehensionAnimalAdaptations
Studentsreadacomprehensionpassagethathasthreedifferentatelevelstosuitbeginning,instructionalandindependantreaders.The'AnimalAdaptations'themeisa
coincideswiththeGeographyfocus.Studentsreadthepassageandthencompletemultiplechoice,shortanswerandextendedresponsequestions.
CharacterStudyIndividualProject(InTheBag)
HandlingHomophonesPracticalApplication
MarkthatQuote!
AnthologyofPoetryAnthologyofPoetry
GrammarConventionsNationalTestingStyle
EtymologyWordOriginsandIndigenousWordsIndependentActivity.

ClassObservations
WeeklySpelling

UnitEvaluation/Reflection
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