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Questions:
1. What is Martin's hobby?
A. Reading
B. Playing video games
C. Organizing parties
D. Watching TV

2. How much did the tickets for the party cost?
A. £4.50
B. £5.00
C. £4.00
D. £5.50

3. What happened at the school yesterday?
A. A magic show
B. A robbery
C. A party
D. A police investigation

4. What was stolen during the robbery?
A. The computers
B. The school supplies
C. The party decorations
D. The teachers' belongings

5. What did Martin find under the table?
A. A book
B. A phone
C. A wallet
D. A key

6. What did Tony do with the phone?
A. He gave it to the police.
B. He threw it away.
C. He listened to a message.
D. He kept it for himself.

7. What did the message on the phone say?
A. The instructions for the Shakespeare play.
B. The time of the party.
C. The location of the robbery.
D. The weather forecast for the weekend.

Correct answers:
1. C
2. A
3. B
4. A
5. B
6. C
7. A

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Writing tasks:
1. Write a social media post about Zed the magician's latest magic trick using at least 3 of the target vocabulary words.

2. Create an email to your friend warning them about the danger that Zed the magician's magic show poses to the public. Use at least 4 of the target vocabulary words in the email.

3. Write a product review for Zed the magician's new magic kit, using at least 2 of the target vocabulary words.

Target Vocabulary:
robbery, danger, arrest, dissapear, desperate, steal, headteacher

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Quiz Questions:
1. What is the definition of a regular verb?
a) A verb that shows action
b) A verb that changes its spelling in the past tense
c) A verb that does not change its spelling in the past tense
d) A verb that is used to describe a noun

2. Which of the following is an example of a regular verb in the present tense?
a) run
b) went
c) ate
d) took

3. What is the past tense form of the regular verb "jump"?
a) jump
b) jumped
c) jumping
d) jumps

4. Which of the following sentences uses a regular verb correctly?
a) She goed to the park.
b) He runned fast to catch the ball.
c) They played soccer in the backyard.
d) I eated an apple for snack.

5. What do regular verbs have in common?
a) They all end with -ed in the past tense.
b) They all change their spelling in the past tense.
c) They all have irregular spellings.
d) They all have irregular pronunciations.

Answer Key:
1. c) A verb that does not change its spelling in the past tense
2. a) run
3. b) jumped
4. c) They played soccer in the backyard.
5. a) They all end with -ed in the past tense.

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Student Work Feedback:

Areas of Strength:
- Great job using possessive adjectives like "my," "his," and "her" throughout your writing.
- I appreciate that you used "you" to talk directly to the reader in your assignment.
- Your sentences are clear and easy to understand.

Areas for Growth:
- Remember to use capital letters at the beginning of each sentence, such as "My dog is cute."
- Try to use punctuation marks like periods and question marks at the end of your sentences, like "Is this your toy?"
- It would be helpful to add more details to your writing to make it more interesting. For example, instead of saying "I like my dog," you can say "I love playing fetch with my energetic dog, Max."

General Feedback on Writing Mechanics:
- Double-check your spelling, especially for common words like "his" and "her."
- It would be helpful to read your writing out loud to make sure it sounds smooth and flows well.

Keep up the great work! I can see that you're making progress with using possessive adjectives. With a little practice, you'll become even stronger in your writing skills.

Areas of Strength:
1. What possessive adjectives did you use throughout your writing?
2. Who did you use "you" to talk directly to in your assignment?
3. What can be said about the clarity and understandability of your sentences?

Areas for Growth:
1. What should you remember to use at the beginning of each sentence?
2. What punctuation marks should you use at the end of your sentences?
3. How can you make your writing more interesting and detailed?

General Feedback on Writing Mechanics:
1. What should you double-check, especially for common words like "his" and "her"?
2. What can help you ensure that your writing sounds smooth and flows well?

Keep up the great work! Can you see that you're making progress with using possessive adjectives? What will help you become even stronger in your writing skills?

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Spiral Review for Topics: Past Tense

1. Fill in the blank with the correct past tense form of the verb:
Yesterday, I ________ (play) soccer with my friends.

2. Rewrite the following sentence in the past tense:
The cat is chasing the mouse.

3. Choose the correct past tense form of the verb to complete the sentence:
Sarah ________ (eat) an apple for snack yesterday.

4. Fill in the blank with the correct past tense form of the irregular verb:
They ________ (go) to the park last weekend.

5. Rewrite the sentence in the past tense:
We are watching a movie at the cinema.

Remember to use the appropriate past tense forms of the verbs in your answers. Good luck!

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1. The video is a narration of a story about a group of tourists visiting London and exploring the city's famous landmarks. They visit the Tower of London, Buckingham Palace, and the London Eye. They also try traditional British food like fish and chips and afternoon tea. The video showcases the beauty of London and its rich history and culture.

2. The video is a narration of a story about children who find an envelope with a message that leads them to believe that someone is planning a surprise party at the Shakespeare Theatre. The children decide to plan a surprise party for their friend and wait outside the theatre for her. Annie goes inside the theatre and overhears a conversation about the surprise party. They successfully surprise their friend and have a great time.

3. The video is a narration of a story about children who find an envelope with a message that leads them to believe that someone is planning a robbery at the Shakespeare Theatre. The children decide to catch the robbers and wait outside the theatre for them. Annie goes inside the theatre and overhears a conversation that confirms their suspicions. They call the police and the robbers are caught.

Correct answers:
3

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Title: "Understanding 'Have Got' and 'Has Got' Conceptually"

Idea 1: Real-life Examples
- Provide students with real-life examples of using "have got" and "has got" in different contexts. For example, show pictures or objects representing different possessions or characteristics (e.g., a picture of a family with different members, each having different possessions or qualities). Then, ask students to describe what each person or object "has got" using the appropriate form of the verb. This will help them understand the concept of possession and develop a deeper understanding of how to use "have got" and "has got" correctly.

Idea 2: Conceptual Sorting Activity
- Prepare a set of cards with different sentences using "have got" or "has got," along with corresponding pictures or illustrations. Distribute the cards among the students and ask them to sort the sentences based on whether they refer to singular or plural subjects. Encourage them to discuss their reasoning and explain why they made certain choices. This activity will help students grasp the concept that "has got" is used with singular subjects, while "have got" is used with plural subjects. It reinforces the idea that the verb form depends on the subject.

Idea 3: Storytelling and Writing
- Engage students in a storytelling or writing activity where they have to create their own narratives using "have got" and "has got." Provide them with a prompt, such as "Imagine you are a character with a special pet. Describe what your pet has got." Encourage students to think creatively and develop their stories, ensuring they use the correct verb form based on the subject. This activity promotes conceptual understanding by allowing students to apply their knowledge in a meaningful and imaginative way. Additionally, it helps them internalize the usage of "have got" and "has got" in a narrative context.

Idea 4: Games

- Create a board game where students have to move their game pieces according to the correct usage of "have got" and "has got." Each square on the board can have a sentence with a missing verb form, and students have to fill in the correct form based on the subject provided. This game will make learning fun and interactive, allowing students to practice and reinforce their understanding of the concept while enjoying themselves.

- Design a memory game where students have to match cards with sentences using "have got" and "has got" to corresponding pictures or illustrations. The objective of the game is to find all the correct matches, helping students associate the correct verb form with the subject. This game promotes visual recognition and memory skills, making the learning process engaging and enjoyable.

- Organize a classroom quiz game where students compete in teams to answer questions related to the usage of "have got" and "has got." The questions can include identifying the correct verb form based on the subject, completing sentences with the appropriate form, or explaining the concept of possession using examples. This game encourages teamwork, critical thinking, and quick recall of the grammar rules, making the learning experience dynamic and exciting.

By incorporating games into the lesson, students will have the opportunity to reinforce their understanding of "have got" and "has got" in a fun and interactive way. These games will not only enhance their conceptual understanding but also make the learning process enjoyable and memorable.

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Objective: Students will be able to analyze the story "Zed the Magician" by identifying the main characters, setting, and key events.

Assessment: Students will complete a graphic organizer where they will identify and describe the main characters, setting, and key events from the story.

Key Points:
- Main characters: Zed the Magician, Sam the Assistant
- Setting: Magic Kingdom
- Key Events: Zed performs magic tricks, Zed and Sam save the day, Zed becomes a famous magician

Opening: Show the students a picture of a magician and ask them if they have ever seen a magic show or know any famous magicians. Discuss their responses and generate excitement about the topic.

Introduction to New Material: Introduce the story "Zed the Magician" by reading the title and showing the book cover. Explain that the story is about a magician named Zed and his assistant Sam. Share the common misconception that magic is not real and clarify that in this story, we are exploring fiction and the world of imagination.

Guided Practice: Distribute copies of the book or display it on a screen. Read aloud the first few pages of the story, stopping to ask questions about the main characters, setting, and key events. Scaffold the questioning from easy to hard, gradually increasing the complexity of the questions. Monitor student performance by observing their responses and providing feedback.

Independent Practice: Provide each student with a graphic organizer that has sections for the main characters, setting, and key events. Instruct students to read the story independently and fill in the graphic organizer with their findings. Set behavioral expectations for independent work time and remind students to refer back to the text for support.

Closing: Have students share their graphic organizers with a partner or in small groups. Ask them to summarize what they have learned about the main characters, setting, and key events from "Zed the Magician." Discuss their responses as a whole class and clarify any misconceptions.

Extension Activity: For students who finish early, provide them with a blank comic strip template. Instruct them to create a comic strip that retells one of the key events from the story. Encourage creativity and attention to detail.

Homework: As a homework activity, ask students to write a short paragraph describing their favorite character from "Zed the Magician" and explain why they like that character. This will help reinforce their understanding of the main characters in the story.

Standards Addressed:
1. CCSS.ELA-LITERACY.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
2. CCSS.ELA-LITERACY.RL.3.7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story.