The teacher begins by asking the students to share an achievement they have accomplished recently. She elicits a few responses to create engagement and set a personal connection to the topic. Then, she directs their attention to Activity A (Preview) and reads the questions aloud.

The teacher introduces Activity A, "Prepare to Read" She instructs the students to read the vocabulary items and check their understanding before moving on. Once they are ready, the students read the main text. After reading, the teacher guides them to complete Activities B and C, which focus on identifying the main ideas and supporting details. Students work in pairs to answer the questions and check their comprehension. Next, the teacher introduces Activity D, where students practice making inferences based on the information in the text. She explains that they will need to read between the lines and use clues from the text to draw logical conclusions. The teacher supports students throughout the process and reviews the answers as a class.

The teacher introduces Activity A and explains that students will read a short model text. She instructs them to underline the words or phrases that show the writer’s opinion. The teacher reminds students to look for language that expresses personal views, feelings, or judgments. The teacher then moves on to Activity B and asks the students to analyze the model paragraph they just read. She instructs them to complete the outline by identifying the topic sentence, supporting ideas, and concluding sentence from the model. The teacher introduces Activity D, "Apply," and explains that students will differentiate between supporting sentences and supporting details. She reminds them that a supporting sentence presents a main idea that explains or backs up the topic sentence, while supporting details provide specific examples, facts, or explanations.

The teacher introduces Activity I, "Brainstorm," and asks students to think about two movies they like. She instructs them to complete the chart with information about each movie. The teacher encourages students to include both factual details and personal opinions to prepare for a writing tasks. The teacher introduces Activity J and asks students to choose one of the two movies from their brainstorming chart. She instructs them to complete the paragraph outline by organizing their ideas, including a topic sentence, supporting sentences, and a concluding sentence. The teacher reminds them to use the information from their chart and to include both general points and specific details. She monitors their work and offers guidance as they prepare to write a full paragraph.

The teacher introduces Activity K and explains that students will now write their first draft based on the completed outline. She reminds them to include a clear topic sentence, supporting details, and a concluding sentence. Students work independently while the teacher monitors and provides feedback.

The teacher introduces Activity L and asks students to revise their first draft using the revision checklist, focusing on content, organization, and clarity. Then, in Activity M, students edit their revised draft using the editing checklist to correct grammar, punctuation, and spelling before writing the final version. The teacher offers guidance throughout the process.

The teacher introduces a Reflection activity and asks students to classify the vocabulary words they have learned into parts of speech. She instructs them to review the words from the unit and decide whether each one is a noun, verb, adjective, or adverb. After completing the task, the class reviews the answers together, reinforcing their understanding of word forms and usage.