📖 ELA · Grade 5
One printable 40-minute plan for each of the 17 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: Quote accurately to support answers
Lesson link: books/g5-ela · lesson 1
Big idea: Quote exactly, then explain.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Quoting is like using a photo as proof: exact words, in quotation marks.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Put exact words in quotation marks.
- Then explain how it proves your point.
- Say where it came from.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Best quote to show Ana is determined:
- A. “I'll practice every day until I can do it,” Ana said.
- B. “It was a cloudy day.”
Answer (for the teacher): “I'll practice every day until I can do it,” Ana said.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“According to the text…” is a…
- A. Lead-in
- B. Conclusion
Answer (for the teacher): Lead-in
Leave on the board
- Quote accurately to support answers
- Big idea: Quote exactly, then explain.
- Memory trick: “Quote it, explain it.”
- Goal: 100%
Watch for this mistake
- Dropping a quote with no explanation.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: Theme and how characters meet challenges
Lesson link: books/g5-ela · lesson 2
Big idea: The challenge reveals the lesson.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“How a character responds to a challenge often reveals the theme.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The character faces a problem.
- How they respond shows who they are.
- What we learn from the response is the theme.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Kai loses the race but helps a fallen runner up. Theme?
- A. Kindness matters more than winning
- B. Running is hard
Answer (for the teacher): Kindness matters more than winning
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Theme is usually…
- A. Implied
- B. In the title
Answer (for the teacher): Implied
Leave on the board
- Theme and how characters meet challenges
- Big idea: The challenge reveals the lesson.
- Memory trick: “Watch what they do when it's hard.”
- Goal: 100%
Watch for this mistake
- Stating a plot event as the theme.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Compare characters, settings and events
Lesson link: books/g5-ela · lesson 3
Big idea: Compare story elements using specific details.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Two brothers face the same storm: one hides, one helps the neighbors. Comparing them shows a lot.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Compare how two characters are alike and different.
- Notice how characters, settings and events affect each other.
- A Venn diagram organizes a comparison.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Ava practices piano every day. Her friend Jo practices piano only the night before a recital. A key difference is…
- A. How often they practice
- B. Which instrument they play
Answer (for the teacher): How often they practice
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A setting can affect characters by…
- A. Creating challenges or chances
- B. Changing the author's name
Answer (for the teacher): Creating challenges or chances
Leave on the board
- Compare characters, settings and events
- Big idea: Compare story elements using specific details.
- Memory trick: “Same, different, so what?”
- Goal: 100%
Watch for this mistake
- Listing differences without explaining why they matter.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: How chapters, scenes and stanzas fit together
Lesson link: books/g5-ela · lesson 4
Big idea: Every part shapes the whole story.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Pull one block out of a tower and the whole tower changes. Each chapter matters the same way.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Stories build: first the set-up, then the rising action.
- The climax is the turning point; then the problem is solved.
- Ask how each part fits the whole.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The turning point, when the main character finally faces the biggest problem, is the…
- A. Climax
- B. Exposition
Answer (for the teacher): Climax
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The last stanza of a poem often…
- A. Brings the poem's ideas together
- B. Has nothing to do with the poem
Answer (for the teacher): Brings the poem's ideas together
Leave on the board
- How chapters, scenes and stanzas fit together
- Big idea: Every part shapes the whole story.
- Memory trick: “Mountain map: climb, peak, come down.”
- Goal: 100%
Watch for this mistake
- Calling any exciting moment the climax, even when it isn't the turning point.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Figurative language and point of view
Lesson link: books/g5-ela · lesson 5
Big idea: Figurative: means more than the words.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
““The classroom was a zoo” isn't about animals. Writers use figurative language to paint pictures.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Simile uses like or as; a metaphor says something is something else.
- Giving human traits; exaggeration; sayings.
- Point of view shapes what we know.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
“The wind howled at the door” is…
- A. Personification
- B. Simile
Answer (for the teacher): Personification
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“It's raining cats and dogs” is an…
- A. Idiom
- B. Simile
Answer (for the teacher): Idiom
Leave on the board
- Figurative language and point of view
- Big idea: Figurative: means more than the words.
- Memory trick: “Like/as = simile; is = metaphor.”
- Goal: 100%
Watch for this mistake
- Taking figurative language literally.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Two or more central ideas and summary
Lesson link: books/g5-ela · lesson 6
Big idea: Find each central idea and its key details.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“An article about the ocean can teach two big ideas at once: the ocean feeds us, and it needs protecting.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Long texts can have more than one central idea.
- Each central idea has its own key details.
- A summary is short, in your own words, with no opinions.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
An article explains that bees carry pollen that helps crops grow. It also explains that bees lose homes when wildflower fields are paved over. Its two central ideas are…
- A. Bees help crops; bees need protecting
- B. Bees are yellow; bees buzz
Answer (for the teacher): Bees help crops; bees need protecting
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“Volcanoes” is a…
- A. Topic
- B. Central idea
Answer (for the teacher): Topic
Leave on the board
- Two or more central ideas and summary
- Big idea: Find each central idea and its key details.
- Memory trick: “Big ideas + best details, in my words.”
- Goal: 100%
Watch for this mistake
- Writing a summary that lists every detail.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: Relationships between ideas
Lesson link: books/g5-ela · lesson 7
Big idea: Explain how and why ideas connect.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Ideas connect like dominoes: one causes the next.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Explain relationships between events or ideas.
- Compare the structure of two texts.
- Use specific information to explain.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
“The dam was built, so the valley flooded and the town moved.” Relationship?
- A. Cause and effect chain
- B. Comparison
Answer (for the teacher): Cause and effect chain
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A chain of events is like…
- A. Dominoes
- B. A list of names
Answer (for the teacher): Dominoes
Leave on the board
- Relationships between ideas
- Big idea: Explain how and why ideas connect.
- Memory trick: “Domino thinking.”
- Goal: 100%
Watch for this mistake
- Listing events without saying how they connect.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: Multiple accounts and author's evidence
Lesson link: books/g5-ela · lesson 8
Big idea: Compare accounts; check the evidence.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Two reporters can describe the same event differently. Compare their points of view.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Analyze several accounts of the same topic.
- Note similarities and differences in point of view.
- Find which evidence supports each point.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Two articles describe a storm; one focuses on damage, one on rescues. They differ in…
- A. Focus / point of view
- B. The storm's date
Answer (for the teacher): Focus / point of view
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Fact or opinion: “The storm was the worst ever.”
- A. Opinion
- B. Fact
Answer (for the teacher): Opinion
Leave on the board
- Multiple accounts and author's evidence
- Big idea: Compare accounts; check the evidence.
- Memory trick: “Same event, different lens.”
- Goal: 100%
Watch for this mistake
- Trusting one account only.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: Visuals, media and several texts
Lesson link: books/g5-ela · lesson 9
Big idea: Combine texts and visuals for the full picture.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A map, a video and an article about the same hurricane each show something different.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Visuals and media add meaning.
- Combine information from several sources.
- Ask what each source adds.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
An article describes a storm's path. A map shows the path with arrows. The map helps you…
- A. See where the storm went
- B. Learn the author's name
Answer (for the teacher): See where the storm went
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Two adventure stories can be compared by…
- A. Their themes and how they handle them
- B. Their prices
Answer (for the teacher): Their themes and how they handle them
Leave on the board
- Visuals, media and several texts
- Big idea: Combine texts and visuals for the full picture.
- Memory trick: “Each source adds a puzzle piece.”
- Goal: 100%
Watch for this mistake
- Skipping charts and maps while reading.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Read multisyllable words fluently
Lesson link: books/g5-ela · lesson 10
Big idea: Use roots, affixes and syllables to read accurately.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Scientists read words like “photosynthesis” easily because they know the parts.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Break the word into syllables.
- Spot the word parts you know.
- Rereading aloud builds pace and expression.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
How many syllables are in “photosynthesis”?
Answer (for the teacher): 5
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
If a sentence doesn't make sense, you should…
- A. Reread and self-correct
- B. Skip the page
Answer (for the teacher): Reread and self-correct
Leave on the board
- Read multisyllable words fluently
- Big idea: Use roots, affixes and syllables to read accurately.
- Memory trick: “Parts, syllables, smooth.”
- Goal: 100%
Watch for this mistake
- Skipping hard words instead of breaking them apart.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: Greek and Latin roots and affixes
Lesson link: books/g5-ela · lesson 11
Big idea: Roots and affixes unlock new words.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Bio means life. Biology, biography, biome: one root, a whole family of words.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Bio means life; geo means earth.
- Dict means say; scrib means write.
- Micro means small; phon means sound.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
“Geology” is the study of…
- A. The earth
- B. Living things
Answer (for the teacher): The earth
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“Inscribe” means to…
- A. Write on something
- B. Say loudly
Answer (for the teacher): Write on something
Leave on the board
- Greek and Latin roots and affixes
- Big idea: Roots and affixes unlock new words.
- Memory trick: “Root + prefix + suffix = meaning.”
- Goal: 100%
Watch for this mistake
- Mixing up look-alike roots like geo and bio.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: Context clues and word relationships
Lesson link: books/g5-ela · lesson 12
Big idea: Use context and word relationships to understand words.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Synonyms are word twins, antonyms are opposites, and homographs look the same but mean different things.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Clues can show cause and effect or a comparison.
- Synonyms mean the same; antonyms mean the opposite.
- Homographs are spelled the same but mean different things.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Read: “Because the path was treacherous, the hikers moved carefully and held the rope.” Treacherous means…
- A. Dangerous
- B. Easy
Answer (for the teacher): Dangerous
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Read: “The room was immaculate, as spotless as a brand-new kitchen.” Immaculate means…
- A. Perfectly clean
- B. Messy
Answer (for the teacher): Perfectly clean
Leave on the board
- Context clues and word relationships
- Big idea: Use context and word relationships to understand words.
- Memory trick: “Twins, opposites, look-alikes.”
- Goal: 100%
Watch for this mistake
- Choosing an antonym when the question asks for a synonym.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 13: Opinion writing with logically ordered reasons
Lesson link: books/g5-ela · lesson 13
Big idea: Logical order makes it convincing.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Order your reasons like stairs: each step builds your argument.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Introduce the topic and state your claim.
- Order reasons logically and support each.
- Use transitional words.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Best transition to add a reason:
- A. Furthermore
- B. Once upon a time
Answer (for the teacher): Furthermore
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“Specifically” introduces…
- A. A detail
- B. A new topic
Answer (for the teacher): A detail
Leave on the board
- Opinion writing with logically ordered reasons
- Big idea: Logical order makes it convincing.
- Memory trick: “Stairs, not a pile.”
- Goal: 100%
Watch for this mistake
- Reasons that repeat each other.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 14: Informative and narrative craft
Lesson link: books/g5-ela · lesson 14
Big idea: Precise words, varied sentences.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Great writers choose precise words and vary sentences.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Choose precise words.
- Narratives use dialogue, pacing and description.
- Informative writing can use headings.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Most precise verb:
- A. Whispered
- B. Said
Answer (for the teacher): Whispered
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Vary sentences by…
- A. Mixing short and long
- B. Starting each with “The”
Answer (for the teacher): Mixing short and long
Leave on the board
- Informative and narrative craft
- Big idea: Precise words, varied sentences.
- Memory trick: “Show, don't just tell.”
- Goal: 100%
Watch for this mistake
- Using vague words like “stuff” and “things”.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 15: Research with several sources
Lesson link: books/g5-ela · lesson 15
Big idea: Gather, summarize or paraphrase, and list sources.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Reporters check more than one source before they write. Researchers do too.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Start with questions; find several sources.
- Put the information in your own words.
- Give a list of your sources.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which source is most trustworthy for facts about the planets?
- A. A science museum's website
- B. An anonymous comment online
Answer (for the teacher): A science museum's website
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Using several sources helps you…
- A. Check facts and see different views
- B. Skip reading
Answer (for the teacher): Check facts and see different views
Leave on the board
- Research with several sources
- Big idea: Gather, summarize or paraphrase, and list sources.
- Memory trick: “Find, check, credit.”
- Goal: 100%
Watch for this mistake
- Using one website for everything.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 16: Discuss, evaluate and present
Lesson link: books/g5-ela · lesson 16
Big idea: Summarize speakers; present ideas in logical order.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In a debate, good speakers listen for the other side's reasons before they answer.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Summarize a speaker's main points.
- Notice which claims are backed by reasons and evidence.
- Present ideas in order with a clear voice.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A speaker says “Our town needs a park,” then shares a survey of 200 families who want one. The survey is…
- A. Evidence for the claim
- B. A different topic
Answer (for the teacher): Evidence for the claim
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Summarizing a speaker means…
- A. Retelling their main points
- B. Repeating every word
Answer (for the teacher): Retelling their main points
Leave on the board
- Discuss, evaluate and present
- Big idea: Summarize speakers; present ideas in logical order.
- Memory trick: “Hear it, weigh it, say it clearly.”
- Goal: 100%
Watch for this mistake
- Believing a claim just because the speaker sounds sure.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 17: Grammar: conjunctions, verb tenses, commas
Lesson link: books/g5-ela · lesson 17
Big idea: Glue ideas, keep time steady.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Conjunctions are glue; tenses keep time straight.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Coordinating conjunctions join sentences.
- Perfect tenses show completed actions.
- Commas after introductory words.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Correct: “By noon, I ___ my homework.”
- A. had finished
- B. finish
Answer (for the teacher): had finished
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Comma after “Yes” at the start?
- A. Yes
- B. No
Answer (for the teacher): Yes
Leave on the board
- Grammar: conjunctions, verb tenses, commas
- Big idea: Glue ideas, keep time steady.
- Memory trick: “FANBOYS glue.”
- Goal: 100%
Watch for this mistake
- Switching tenses in the middle of a paragraph.
Students do not need accounts; progress stays on each device.