Teacher will welcome students to class and introduce the topic for the evening: advice. -- Assign students to pairs or small groups to discuss: "I want you to talk about: what is the best piece of advice you have ever received?" -- Use ICQ: (student) is this a reading or discussion exercise? (student) what are you discussing? You have 5 minutes. Teacher will return to large group to conduct discussion there if any students join while breakout rooms are in session.

Teacher transitions to reading exercise - shares screen and explains. -- On your own, you are going to read this conversation quickly and answer these two questions about the conversation. Are you doing this individually or with a partner? Are you reading quickly or slowly? You have 2-3 minutes. -- Teacher shares the link. -- Teacher checks in on students and announces when the exercise is done. -- Students discuss answer in groups (2-3 minutes) -- Teacher reviews answer with large group (2-3 minutes)

Pull two advice statements from previous activity on to the Zoom whiteboard. "Try drinking herbal tea with warm honey every morning to build up your immunity." "If you are discouraged in class, maybe you should plan to study every morning while you drink your healing tea." Meaning: Ask students if anyone knows (or can guess) what "immunity means". Teacher provides answer on white board: "... being resistant to a particular infectious disease or pathogen" (Oxford Languages) Appropriateness: Did person A ask for advice? (No) But as they shared their problems, it seems like they trust person B, so person B must decide if they should share their advice or not. -- How does person B share their advice appropriately? Look at how they begin both advice sentences. (Try, and Maybe you should) -- Does this sound like person B is demanding that person A do these things? (No) Form: Ask students to identify the adjectives in both sentences. Highlight the "simple" adjectives first Then herbal, ask -- How do we turn the word herb into an adjective? We add the suffix "al" to the end. Then discouraged, ask -- How do we talk about the feeling "courage" in a negative way? We add the prefix "dis" -- What is the opposite of discourage? Encourage, so we would remove dis and add the prefix en -- (call on student) is al in herbal a prefix or a suffix? (Suffix) Yes, suffix comes at the end of the word. -- (call on student) is dis in discouraged a prefix or a suffix? (Prefix) Yes, prefix comes at the beginning of the word. Look at second use of herbal tea, ask students if there's any other adjective that comes to mind to replace herbal. -- They could have also said "healing" tea. The word healing by itself, does it look like a verb or an adjective? (a verb) But since it would come right before the word "tea," we know that it is an adjective. (The tea that heals). Pronunciation: One sentence at a time, read the sentence and have students say which word they heard stressed. -- Mark stressed words with a sticker -- Read sentence for students to repeat a few times

Teacher will send students the next activity and provide concise instructions. -- This is an individual activity -- Read the sentences, fill in the blanks of the missing prefixes and suffixes -- Do not submit Use ICQ: (student) are you working individually or with a partner? (student) are you going to submit when you are done? You have 5 minutes. After students complete the worksheet, they will compare their answers in pairs or small groups. (5 minutes) In the large group, Teacher will call on one student per question to provide the answer, and have answer key ready in case there is not time to review as a large group.

For a large class use breakout rooms, for a smaller class stay as one group. Ask students to reference their answers from the last activity and discuss: 1. Which adjectives describe a person's character? 2. Which adjectives are positive and which are negative? 3. Which adjectives (regarding character do you admire most? (5-6 minutes) Leave questions in the chatbox. Once back in the large group, teacher provides DEC if necessary. Provide positive feedback for students to close.