LESSON PLAN

Focus Skill-Prefixes and Suffixes (dis, er, est, ly) Date __2/26/14____________

Student Teacher ___Kirstyn Howard____________ College Supervisor Dr. Hamwi_________________ Cooperating Teacher Danielle Metzger__________ Grade Level __Third_______ Subject Language Arts-Grammar

Preliminary Planning:
PA Core Standards CC.1.1.3.D: Know and apply grade level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multi-syllable words. Read grade-appropriate irregularly spelled words. CC.1.1.3.D: Know and apply grade level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words. Read grade-appropriate irregularly spelled words. Modifications Brandon, Connor, and Danny may need assistance to focus and keep up with the group. This may require extra attention throughout the lesson. There may be an aide in the room to help with this. Valerie may need reminders to focus and pay attention. Objectives Students will: Identify prefixes and suffixes dis, er, est, and ly Apply knowledge of prefixes and suffixes using a powerpoint Utilize prefixes and suffixes to help break down unknown words Determine the meaning of words using dis, er, est, and ly Vocabulary Tier 1: Tier 2: Tier 3: Dis- not Words Prefixes Er-comparing two things Sentence Suffixes Est- comparing three or more Meaning
things Ly-in a certain way

Essential Question(s) What are prefixes and suffixes? How will knowing the meanings of prefixes and suffixes help you figure out the meaning of words?

Materials and Resources -StoryWorks Teacher Edition book page T162-T163 -Prefix and Suffix Powerpoint (root words found in teacher edition) with the clue and the root word on the slide and the prefix or suffix will slide in -whiteboard and whiteboard marker for each student -prefix and suffix image

Learning Sequence
Instructional Procedure Introduction (10 minutes), Learning Activities (15 minutes), Closure (5 minutes) 1. The teacher transition the students from vocabulary to grammar. 2. The teacher will ask students to get out their whiteboard and whiteboard markers. The teacher will simultaneously project the prefix and suffix PowerPoint. 3. The teacher will explain that a root word in the main part of a word.

4. The teacher will review the pencil diagram and then review the first slide of the PowerPoint to go over the meanings of the root words. 5. The teacher will explain that the teacher will read the clue for the word meaning and the students will write the correct prefix or suffix for the word on their whiteboards. 6. The teacher will call on a student to repeat back the directions and then another student to repeat for reinforcement. 7. The teacher will count down 3, 2, and 1 and the students will show their whiteboards. 8. The students will explain their reasoning. The koosh ball can be used to call on students to encourage participation. 9. The teacher will go through the PowerPoint slide by slide and the students will discuss all answers. 10. After the final scenario, the students will review the use of dis, er, est, and ly. 11. The students will put away their whiteboards and whiteboard markers and prepare for math meeting.

Assessment(s) This activity encourages participation since every student will use a whiteboard. The whiteboards allow for a quick check for understanding to see if students understood the example or not. The teacher will call on students to participate and provide input. The teacher will monitor and observe students body language to make sure every student is paying attention. It may be necessary to regroup. The students will take a summative theme test that includes information on adjectives that compare to check for understanding and accuracy, which will be graded. Post Instructional Planning Reflective Action Plan The student teacher will reflect on the lesson using a reflective journal and discuss the implementation and effectiveness of the lesson with the cooperating teacher.

This lesson was adapted from page T162 and T163 from the Storyworks textbook.