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12 COMMUNICATION SKILLS lessons: clear, effective, assertive ⭐ 6Cs Life Skills

Grade Levels
6th - 10th, Homeschool
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256 slides, 96 pages of handouts, 98 pages of lesson plans
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    Original Microsoft Powerpoint / Word files (Version 1)

    Also included in

    1. 90 LESSONS to encourage a growth mindset. Slideshow lessons, Handouts / Activities, Lesson reviews, Comprehensive lesson plans. Learning skills for school and life. FACE to FACE or ONLINE DISTANCE learningEncourage a GROWTH MINDSET through 6Cs 21st Century LIFE SKILLS. Students learn HOW to build ch
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    COMMUNICATION SKILLS activities (12 lessons) to help students communicate more effectively and be more assertive. FACE to FACE or REMOTE LEARNING.

    Oral communication is more than just class presentations.

    Everyone can communicate. Not everyone can communicate well - especially during difficult conversations about PERSONAL RELATIONSHIPS, ANTI-RACISM, or SOCIAL JUSTICE issues.

    Show your students HOW to communicate more effectively by thinking about process and strategies.

    2021 will be full of challenges. Communication is key to help students navigate through controversial and highly charged issues.

    ⭐ Start the school year and provide students a way to reflect on how they communicate: Are they assertive? aggressive? passive-aggressive? passive?

    ⭐ SHOW students how to communicate assertively and effectively as part of a health class, homeroom / advisory class, or oral communication unit for ELA.

    ⭐ Encourage a growth mindset using communication strategies through FUN HIGH-INTEREST lessons.

    This product is NOT EASY but worth it.

    • Teaching effective communication is NOT EASY but worth it.
    • Likewise, this product requires some PREP WORK on your part. But, it's worth it.
    • I've done 95% of the prep work for you. But you still need to do the last 5% to adapt this product to your changing classroom environment.

    ▶️ This product contains multiple Google Drive folders.

    ⛔ Please look at this READ ME FIRST / PREVIEW FILE pdf before you buy!

    • This READ ME FIRST file explains what you get (with screenshots) and how this product is organized.
    • If you have any questions before or after you purchase, please email me: support@educircles.org
    • If you're looking for the "easy button" here are my EASY products.

    Learning in the classroom can be tough.

    • Online learning can be even tougher because you don't have nonverbal language to to help you understand.
    • Communicating when you disagree with someone about a topic you both care about... well, that's really tough.

    This package does not contain any information, examples, or language specifically about the Coronavirus pandemic or systemic racism.

    And, that's a good thing because that makes that makes this lesson package timeless. You can use this lesson today within the context of Covid-19 or social justice, or you can use it in the future when the next obstacle appears.

    Also, we don't want to give your students outdated information. Nor do we want to potentially trigger anxiety by hyper-focusing on Covid-19. So, this package includes other examples for your students to explore communication skills.

    Oral Communication is more than public speaking. Show students HOW to be more effective in group work (and their personal lives.)

    Being assertive means communicating in difficult situations and trying to work with the other person so that everyone wins, while still maintaining and protecting our personal boundaries and limits. It's not easy.

    The school year always brings new challenges and if we give our students strategies to be more assertive, then hopefully they will be able to persevere through difficult conversations, text messages and learning moments.

    Want to teach your students HOW to communicate more clearly - whether it's oral communication, written communication, non-verbal communication or digital?

    Want to teach your students HOW to be more ASSERTIVE, and not just be aggressive, or passive-aggressive, or passive? (Group work doesn't always mean people are communicating clearly or effectively. Find out why.)

    Need a mark for ORAL COMMUNICATION in your English Language Arts class, and want to do something more meaningful than another presentation?


    We get so caught up in the idea of love and the stereotypes of what relationships look like (Hello Hollywood, Netflix, and Spotify!) that sometimes we forget that solid relationships are built on solid communication skills.

    It doesn't matter if we're talking about romantic relationships, friendships, business relationships, or how we relate with our parental units... we're human and we interact with people every day.

    If we keep a growth mindset and take a step back, we might see some patterns in how we communicate with different people or different situations.

    Teach your students strategies to communicate more clearly - whether we're communicating with family, friends, people we like, or people we Like with a capital "L."

    REMEMBER: This lesson package is timeless. The slideshow does not include any specific language about the start of the school year, the new year, Valentine's Day or any other day. Good communication skills are always in style.

    ✅ The NO PREP slideshow lesson teaches the concepts.

    ✅ You can EDIT THE FILES to fit your classroom needs.

    IMPORTANT NOTE: This product DOES NOT include any references to specific news events. This means you can use this lesson package at any time, anywhere.

    The slideshow lesson is comprehensive and teaches the concepts:

    • DISTANCE LEARNING in Google Classroom
    • BLENDED LEARNING or 1:1 LEARNING in Google Classroom
    • IN PERSON LEARNING in your real classroom

    SCENARIO 1: Face to Face IN PERSON Learning 

    • Teach using the Google Slideshow (FILE #3) - all of the slides are in this file
    • Lesson Plan (File 2b) identifies which slides and handouts you need for each lesson.


    Create the following assignments in your Google Classroom. (One for each lesson)

    Assignment #1: Lesson A1

    • File 3a Lesson A1 slideshow  (Student can view file)
    • File 4a Review - Lesson A1 (Make a copy for each student)
    • If you are only doing ONLINE e-learning, I would suggest playing WHO AM I in a small group virtual conference call. (Section A - option #3)

    Assignment #2: Lesson A2

    • File 3a Lesson A2 slideshow  (Student can view file)
    • File 4a Review - Lesson A2 (Make a copy for each student)
    • If you are only doing ONLINE e-learning, I would suggest playing TABOO in a small group virtual conference call. (Section A - option #3)

    Assignment #3: Lesson A3

    • File 3a Lesson A3 slideshow  (Student can view file)
    • File 4a Review - Lesson A3 (Make a copy for each student)
    • If you are only doing ONLINE e-learning, I would suggest playing DESCRIBE THE DRAWING in a small group virtual conference call. (Section A - option #3)
    • ---File 5e (Make a copy for each student)
    • ---File 5e (Student can edit file) - only add this at the end of the game if you want students to copy their drawings into this group file for everyone to see...

    Assignment #4: Lesson B1

    • File 3b Lesson B1 slideshow  (Student can view file)
    • File 4b Review - Lesson B1 (Make a copy for each student)

    Assignment #5: Lesson B2

    • File 3b Lesson B2 slideshow  (Student can view file)
    • File 5f Google Slides version (Make a copy for each student)

    Assignment #6: Lesson C1

    • File 3c Lesson C1 slideshow  (Student can view file)
    • File 5g Google Slides version (Make a copy for each student)
    • File 5h Google Slides version (Make a copy for each student)

    Assignment #7: Lesson C2

    • File 3c Lesson C1 slideshow  (Student can view file)
    • File 5i Google Slides version (Make a copy for each student

    Assignment #8: Lesson D1

    Assignment #9: Lesson D2

    • File 3d Lesson D2 slideshow (Student can view file)
    • Link to video #3 Jimmy Kimmel Explains Passive Aggressive Texts  https://youtu.be/07TinrpKG6o
    • Link to video #4 Office Space - Did You Get the Memo?  https://youtu.be/jsLUidiYm0w
    • File 4d Review - Lesson D2 (Make a copy for each student)

    Assignment #10: Lesson D3 

    • File 3d Lesson D3 slideshow (Student can view file)
    • Link to video #5 HSBC Ad: Wrong Flower https://youtu.be/8jrbu0lCWjk
    • Link to video #6 HSBC Ad: Golf https://youtu.be/GHuO6qmiSgg
    • Link to video #7 HSBC Ad: Eels https://youtu.be/6_WAmt3cMdk
    • Link to video #8 HSBC Ad: Your Point of View https://youtu.be/Pn8oEn0WHnY
    • Use 1 or all of the lesson reviews:
    • ---File 4d Review - Lesson D3a - Wrong Flower (Make a copy for each student)
    • ---File 4d Review - Lesson D3b - Golf (Make a copy for each student)
    • ---File 4d Review - Lesson D3c - Eels (Make a copy for each student)
    • ---File 4d Review - Lesson D3d - Point of View  (Make a copy for each student)

    Assignment #11: Lesson E1 

    • File 3e Lesson E1 slideshow (Student can view file)
    • File 6 Vocabulary Builder (Make a copy for each student)

    Assignment #12: Lesson E2 

    • File 3e Lesson E2 slideshow (Student can view file)
    • File 7 Self Evaluation (Make a copy for each student)
    • File 8a Chapter Review (Make a copy for each student)

    SPECIAL NOTE: Adapting the Communication Activities (SECTION A) for Online Learning

    Most of the Section A Communication Activities work best in person. It's difficult to do in an exclusively online distance learning format.

    If you have the opportunity to do a blended learning situation where students are physically together for part of the time, then students could do these activities in class, and do the review lesson at home to reflect on the lesson. 

    If Covid-19 has completely prevented your students for in-person learning, here are some suggestions: 

    SECTION A - Option #1: Google Classroom only.

    • Students go through the slideshow and imagine what playing the game would be like. Then answer the reflection questions. 
    • Not ideal, but everyone with access to Google Classroom could do this. 

    SECTION A - Option #2: Virtual conferencing in small groups (but only one single Google Classroom class) 

    • Split the class into smaller groups of 6 people (i.e. virtual desk groups) and have a virtual classroom meeting at a scheduled time. i.e. Google Hangouts / Google Meet
    • Repeat the same lesson for all of the virtual desk groups at different times.
    • Create Google Classroom assignments as recommended in the QUICK START guide. 
    • Teacher shares their screen with the group and explains the activity through the Google Slideshow lesson.
    • Teacher goes first to demonstrate the game. 
    • When it is a student’s turn to do the activity, instead of physically giving them a card (i.e. Taboo), the teacher would send them a private comment in the Google Classroom assignment with the information (i.e. the Taboo phrase, and the banned words list) Psst. Don’t share your screen at this point.
    • Students use their microphone to share answers with the group (in the Google Hangout.)
    • NOTE: Students won’t be able to use the assignment public comment section to play the game because other students can use this space as well. 
    • You could create a Google Document and manually share it with the group members. The challenge with this method is that the document is an open slate where anyone can write anywhere whereas the comment thread in Google Classroom goes in chronological order. 

    SECTION A - Option #3: Virtual conferencing in small groups (with each group having their own small group Google Classroom “class”)

    • Same structure as idea #2 but instead of having one “class” in Google Classroom for everybody and all assignments, also create several smaller “virtual desk group” classes.
    • So, a student would belong in the main “class” but also be assigned to a “desk group” class in Google Classroom.
    • This allows you to have a separate Google Classroom space where students can type responses in the “public” comment section of the assignment to play the game.
    • This works well for students who don’t have microphones or who don’t want to speak. 
    • This also works well if you want to disable the ability for students to leave comments in the main “class” but temporarily turn it on for students in the small “desk group” class

    Online-only distance learning adaptations (for activities 1-8)

    1. Who Am I 

    • Small Google Hangout / Google Meet 
    • Student could type answers in the assignment comment section if their group has their own private Google Classroom “class” (Option #3) 
    • Students could say their answers - requires microphone / speakers (Option #2)

    2. Charades 

    • Small Google Hangout / Google Meet 
    • Require webcam / video turned on for the person who is acting. 
    • Student could type answers in the assignment comment section if their group has their own private Google Classroom “class” (Option #3) 
    • Students could say their answers - requires microphone / speakers (Option #2)

    3. Pictionary 

    • Small Google Hangout / Google Meet 
    • Could use webcam and draw on clipboard 
    • Could also share a Google slides with the group and then the student uses the scribble tool to draw. (Requires desktop or laptop. Scribble lines are not available on the mobile versions of Google Slides.)

    4. Taboo 

    • Small Google Hangout / Google Meet 
    • Student could type answers in the assignment comment section if their group has their own private Google Classroom “class” (Option #3) 
    • Students could say their answers - requires microphone / speakers (Option #2)

    5. Follow the Leader 

    • Small Google Hangout / Google Meet 
    • Student who is the detective leaves the virtual conference call when the leader is picked.
    • Require webcam / video turned on everyone so that the detective can see everyone.
    • This game would be difficult with internet lag.

    6. Counting Numbers 

    • Small Google Hangout / Google Meet 
    • Requires microphone / speakers so everyone can say their number 
    • Would be easier with webcams / video so that students have more clues about when they should say their number
    • This game would be difficult with internet lag.

    7. Twenty Questions 

    • Small Google Hangout / Google Meet 
    • Student could type answers in the assignment comment section if their group has their own private Google Classroom “class” (Option #3) 
    • Students could say their answers - requires microphone / speakers (Option #2)

    8. Describe the Drawing 

    • Small Google Hangout / Google Meet 
    • Instead of doing this in partners, the teacher has the image card and everyone else is drawing based on directions.
    • This would be easier with microphone / speakers  
    • If students are drawing on paper, they would need a webcam to share their work
    • If students are drawing online, use File 5e Google Slides 
    • ---Requires desktop or laptop. Scribble lines not available on mobile versions) 
    • ---There are tutorial slides to teach basic drawing skills in Google slides

    ..... Friday April 16, 2021 update: TGIF! What are you going to do this weekend for you? (Not your job, not your family, not your obligations... for you?)

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    Save hours of prep (and MONEY) with the bundle!

    Transferrable LIFE skills that go well with a CHANGING WORLD:

    Why am I so passionate about 21st Century Learning? Because it helped save my life. ▶️ Watch the video.

    SAVE HOURS OF PREP WORK. These lessons are high-interest and visually appealing. It will hook your students!


    ▶️ Watch this preview video to find out more about the bundle: https://youtu.be/SSKtvFU5adk

    You get OVER 2 WEEKS of lessons to do with your class to help your students understand how communication works (sender, receiver, message, feedback), how communication breaks down, how to communicate more ASSERTIVELY by using strategies during tough conversations.

    • 256 slides in GOOGLE SLIDE format
    • 98 page lesson plan PDF with 12 DIFFERENT lessons (45-55 min each.)
    • 2 page graphic organizer to analyze debate questions (HANDOUT + sample answer key)
    • 2 page Vocabulary Building Graphic Organizer and Venn diagram (HANDOUT + sample answer key)
    • 1 page Communication Learning Skills SELF-EVALUATION handout
    • 2 page Communication Review Assessment - What did you learn? (6 short answer questions + sample answer key.)

    We communicate all the time, but students don't always understand HOW to communicate more clearly or HOW to be ASSERTIVE and protect their personal boundaries. We just saved you an incredible amount of prep work!

    And the slides and handouts look legit good.

    NOTE: THIS LESSON IS PART OF A LARGER BUNDLE about Exploring the Six Cs / 21st Century Skills / Competencies

    The Six Cs are a bunch of transferable skills that you can use at school, at home, at a job… pretty much anywhere. They’re learning skills to help us be successful in the 21st century.

    Each Chapter package focuses on a different “C” and contains different lessons, slides, videos, and handouts. Although we use the same structure in each chapter (activity, video, vocabulary building), there is no overlap of content between packages.

    Lessons can be purchased individually, or you can SAVE MONEY and purchase the entire unit as a BUNDLE.

    PSST, do you know the one magic phrase that teachers should tell their students? It's not what you think. Hint: It helps build a growth mindset...


    In this package, we provide over 2 weeks of lessons to do with your

    class to introduce the learning skill / transferable skills concept of “Communication” to your students.

    Communication is about imparting or exchanging information. However, communicating clearly and communicating assertively in tough conversations is NOT always easy!

    There are 3 key concepts:

    1. There are 4 basic parts to communication

    • A sender (who encodes a message),
    • A receiver (who decodes the message)
    • The message itself (which can be verbal, non-verbal, visual, digital, etc.)
    • And feedback from the receiver (which gives the sender information about how well the message was received, if at all.)

    2. A tough conversation is where both people want different things, and the issue is important to both parties. There are 4 communication styles in difficult conversations:

    • Assertive
    • Aggressive
    • Passive-Aggressive
    • Passive

    3. We can use strategies to try to communicate more clearly and assertively. Communication can break down at different parts or because we have different perspectives that affect the way we interpret messages. Strategies can help us overcome miscommunication.

    In this package, we:

    • Explore communication through 11 different activities and discuss where communication breaks down, and what strategies might help to communicate more clearly.
    • Explore the difference between assertive, aggressive, passive-aggressive, and passive behaviour, and apply our understanding to multiple scenarios.
    • Introduce students to the 4 basic parts of communication through a short video.
    • Explore assertive / passive scenarios through video clips.
    • Allow for deeper exploration of the concept of “Communication” by playing with the term using the Frayer Model of understanding.


    After this chapter, students will be able to explain that Communication is about:

    1. A sender encoding a message to a receiver who decodes the message and then provides some feedback.
    2. Assertive behaviour is when you protect your boundaries, but also respectfully consider the other person’s point of view and try to come up with a solution that works for everyone (but doesn’t compromise your personal limits.)
    3. People with different lived experiences / cultural background will interpret the same message differently. We need to consider local and global perspectives when communicating.

    Students will have the opportunity to:

    1. EXPERIENCE activities to explore how communication breaks down
    2. WATCH examples of communication where people are assertive, aggressive, passive-aggressive, or passive and analyze the situations to come up with alternatives.
    3. UNDERSTAND what “collaboration” is by using a vocabulary building graphic organizer to brainstorm features of collaboration, examples and non-examples of collaborating with others, and finally narrow down essential characteristics of the word.


    We base this schedule on a 50 minute period and provide around 40-45 minutes of content per lesson. Depending on your teaching style, how often you see your class, and class dynamics, you may find that you can get through all 12 lessons in 10 days… or it stretches out to a month.


    • If you’re short on time: pick and choose which activities to do with your class, and which videos to watch.
    • Watch the video yourself about the Four Basic Parts of Communication to get an idea of where the unit is going in terms of Sender, Receiver, Message, and Feedback. This way you can paraphrase student answers from this perspective to help them make connections later on:  https://youtu.be/3AYdHzUVmZY
    • In Part 1, we have 11 different ice breakers / activities that highlight different aspects of communication.  

    OPTION 1: Do all of the ice breakers in a row

    • Thereby developing classroom spirit and finding patterns in communication.

    OPTION 2: Do one or two icebreakers each day

    • Each class could start with a different icebreaker each day before getting into some of the more complex and deep conversations around communication styles (assertive, aggressive, passive-aggressive, passive)
    • By spreading it out, it’s not like they’re learning a bunch of games in one day.

    THE BIG LIST of COMMUNICATION ACTIVITIES (to explore how communication works and why it breaks down)

    1. Who Am I (Express meaning in multiple ways, ask questions, listen actively, verbal communication)
    2. Charades (Express meaning in multiple ways, non-verbal communication)
    3. Pictionary (Express meaning in multiple ways, visual communication)
    4. Taboo (Express meaning in multiple ways, verbal communication)
    5. Follow the Leader (Express meaning in multiple ways, non-verbal communication)
    6. Counting Numbers (“Listen” actively to understand what is communicated, non-verbal communication)
    7. Twenty Questions (Express meaning in multiple ways, ask questions / listen actively; verbal communication)
    8. Describe the Drawing (Express meaning in multiple ways, ask questions / listen actively; clearly express yourself; verbal communication)
    9. Metaphors and Symbols. Memes and Emojis. (Express meaning in multiple ways, express yourself; written communication, virtual spaces)
    10. What’s your style? (Express meaning in multiple ways, ask questions / listen actively; clearly express yourself; respect different perspectives; verbal communication)
    11. Strategies to be Assertive / Practice being assertive (Express meaning in multiple ways, ask questions / listen actively; clearly express yourself; respect different perspectives; verbal communication)


    DAY / LESSON 1 (50 min) Communication Activities Part 1 (slides 1-20)

    • Introduction of communications (slides 1-5) - 5 min
    • Activity #1 Who am I (slides 6-10) - 15 min
    • Activity #2 Charades (slides 11-15) - 15 min
    • Activity #3 Pictionary (slides 16-20) - 15 min

    DAY / LESSON 2 (45 min) Communication Activities Part 2 (slides 21 - 34)

    • Activity #4 Taboo (slides 21-25) - 15 min
    • Activity #5 Follower the leader (slides 26-29) - 15 min
    • Activity #6 Counting numbers (slides 30-34) - 15 min

    DAY / LESSON 3 (45 min) Communication Activities Part 3 (slides 35 - 52)

    • Activity #7 Twenty Questions (slides 35-39) - 15 min
    • Activity #8 Describe the Drawing (slides 40-52) - 30 min
    • ---Round 1 (slide 40-45)
    • ---Round 2 (slide 46-48)
    • ---Round 3 (slide 49-50)
    • ---Round 4 (slide 51-52)

    DAY / LESSON 4 (50 min) Communication Activities Part 4 (slides 53 - 85)

    • Activity #9 Part 1: Metaphors and Symbols (slides 53 - 63) - 20 min
    • ---Introduction (slides 53-54)
    • ---What is a metaphor (slides 55-60)
    • ---What is a symbol? (slides 61-63)
    • Emojis (slides 64-71) - 10 min
    • Meme (slide 72-85) - 20 min
    • ---What is a meme? (slide 72-76)
    • ---Explain the Meme: Success Kid (slide 77)
    • ---Explain the Meme: Jack Sparrow Being Chased (slide 78-81)
    • ---Explain the Meme: Grumpy Cat (slide 82-85)

    DAY / LESSON 5 (45 min) Communication Activities Part 5 (slides 86 - 89)

    • Activity #9 Part 2: Create your own meme (slide 86-89) - 45 min

    DAY / LESSON 6 (50 min) Communication Activities Part 6 (slide 90 - 152)

    • Activity #10 What’s your style? (slide 90-115) - 20 min
    • Activity #11 Styles of Communication (slide 116 - 152) - 30 min

    DAY / LESSON 7 (50 min) Communication Activities Part 7 (slides 153 - 170)

    • Strategies to be assertive / practice (slide 153 -170) 50 min
    • ---Review assertive communication style (slide 153-159)
    • ---Strategies (slides 160-169)
    • ---Practice handout (slide 170)


    DAY / LESSON 8 (50 min)  Videos Part 1  (slides 171 - 187)

    • Video 1 How we communicate (slide 171 - 175) 25 min
    • ---Minds on - What are the different parts of communication (slide 171-173) - 5 min
    • ---Watch video - identify 4 parts of communication (slide 174-176) - 10 min
    • ---How could communication break down (slide 177 - 178) - 5 min
    • ---What could you do to prevent communication break down (slide 179) - 5 min
    • Review (slides 180-181) - 5 min
    • Video 2 Back to the Future (slide 182-187) - 20 min

    DAY / LESSON 9 (55 min)  Videos Part 2 (slides 188 - 216)

    • Video 3 Passive Aggression (slide 188-189) 15 min
    • Video 4 Office Space (slide 190 - 206) 20 min
    • ---Watch the video / discussion - 5 min
    • ---Scenario A - 5 min
    • ---Scenario B - 5 min
    • ---Scenario C - 5 min
    • Strategies when life is hard (slide 207 - 216) 15 min

    DAY / LESSON 10 (60 min) Videos Part 3 (slides 217 - 233)

    • Communicating differences (slide 217 -  233) 60 min
    • ---Video 5 Wrong Flower (slides 219 - 222) 15 min
    • ---Video 6 Golf (slide 223 - 226) 15 min
    • ---Video 7 Eels (slide 227 - 230)  15 min
    • ---Video 8 Live Theatre Point of View (slide 231 - 233) 15 min


    DAY / LESSON 11 (40 min) Vocabulary Builder (slides 234 - 250)

    • Introduce Part 3 / Minds on (slides 234 - 236)
    • Understand (Vocabulary Builder) (slide 237 - 238)
    • Filling out the graphic organizer (slides 239 - 242)
    • Revising graphic organizer (slides 243-247)
    • Summary (slides 248-250)

    DAY / LESSON 12 - Self Evaluation / Review 40 minutes total Self Evaluation / Review - (slides 251-256)

    • Student Self Evaluation (slide 251-255) - 10 min
    • Chapter Review Test (slide 256) - 30 min

    THE READ ME file in the PREVIEW file section tells you exactly what you get when you buy this product.

    Version 2.6 Update (Sep 5, 2020)

    • This product has been re-organized to help you find what you need.
    • No changes to content.
    • Shorter file names.
    • Google Drive
    • -- Folder 1: files to print and teach.
    • -- Folder 2: files you can edit.
    • -- Folder 3. files for Google Classroom.

    The complete change log is at the end of the READ ME FIRST file.

    Total Pages
    256 slides, 96 pages of handouts, 98 pages of lesson plans
    Answer Key
    Teaching Duration
    2 Weeks
    Report this Resource to TpT
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    to see state-specific standards (only available in the US).
    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
    Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


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