LESSON PLAN TEMPLATE:

LESLEY UNIVERSITY SCHOOL OF EDUCATION

LESSON TITLE: Get to the Root!

Teacher’s Name: Kelly Barry Date: August 30, 2009

BACKGROUND

Brief Description of Group to be taught: 3rdGrade, 24 Students, varying achievement levels, student are proficient in reading, 2 students on IEP's.

Overall Purpose of this lesson: Include subject area.

Introduction lesson to common prefixes, suffixes, and root words

Relationship of this lesson to curriculum/theme:

First Lesson

LESSON

Massachusetts Curriculum Frameworks Strand and Learning Standard(s):

Language: General Standard 4: Vocabulary and Concept Development. Grades 3-4. Pg.15

4.9: Identify the meaning of common prefixes

4.10: Identify the meaning of common Greek and Latin roots to determine the meaning of unfamiliar words.

Behavioral Objectives/Learning Outcomes for students:

Students will be able to:

·  Identify the meaning of common prefixes, suffixes, and root words through discussion and note taking.

·  Identify what a prefix, suffix, and root word is.

·  Name the three basic parts of a word.

·  Break up a word into the appropriate columns: prefixes, suffixes, and root words.

Materials: (Please attach any handouts to lesson plan):

·  List of common prefix, suffix, and root words, with their meanings (for student note taking and discussion).

·  Scissors

·  Glue

·  Construction paper

·  Prefixes, Suffixes, and Roots Headers (for students to glue on construction paper).

·  List of twenty words that contain common prefixes, roots, and suffixes for students to separate according to their word part and glue in the appropriate column (attached).

Procedures: Instructional Practice:

·  Ask students if they are familiar with prefixes, suffixes, and root words.

·  Encourage students to share their experiences with prefixes, suffixes, and root words.

·  Ask students of they know what the three parts of a word are called?

·  Ask students to take out their writing journals/notebooks.

·  Define what a prefix, suffix, and root word is on chart paper or a white board. Have students’ copy down the definitions.

·  Make a list of common prefixes, suffixes, and root words.

·  Define what those common word parts mean.

·  Have students’ copy down those meanings in their writing notebooks/journals.

·  Write some words on the board, and then have students identify what the prefixes, suffixes, and root words are by coming to the board. (Examples: automobile, microscope, scientist, manageable, produce, autograph, etc.) Distribute the Prefixes, Suffixes, and Root Word header sheet along with the list of twenty words. Also hand out scissors, glue, and construction paper.

·  Ask student to work in partners and break up those twenty words into their correct parts. Have the students cut and paste the prefixes, suffixes, and root words under the appropriate header.

·  Students are assessed on completing the activity and placing the word parts under the correct heading.

·  Have student check their work to make sure every word has a prefix, suffix, or root word.

·  Encourage students to assess their work by making sure it is completed and having a partner check it. Give time for discussion and feedback.

· 

Motivational techniques: (Activators): What have you built in that is going to grab their interest?

Being able to work in pairs and doing a hands-on activity.

Wrap up (Summarizers):

Ask students to make a list of ten new words that we haven’t talked about or seen, that contains a root word and a prefix or suffix.

Assessment: (Evaluation of Behavioral Objectives/Learning Outcomes)

Assess the students’ ability to identify word parts, such as prefixes, suffixes, and root words. Given a list of words, students cut out and correctly place word parts in the appropriate columns: prefixes, suffixes, and root words. Provide additional instruction to students who are struggling.

Word
Clear focused objectives / 1 / .5
Complete procedure:
·  direct instruction
·  guided practice
·  independent practice/assessment
·  enough instruction and support is provided for student success / 2 / 1
Assessment:
·  measures objectives
·  Clear criteria
·  It can clearly be used to determine whether or not a student has been successful or is in need of further instruction. / 2 / 1
Creativity/originality / 1 / 1
(6 points per lesson)