Teachers: Alyssa Frank Subject: Suffix -ment

Standard:

AzCCRS: 8.L.4 Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading
and

content, choosing flexibly from a range of strategies.

b. Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

precede, recede, and secede).

Objective (Explicit):

Students will be able to accurately determine the definition of unknown words ending in the suffix ment using their prior
knowledge and experiences.

Key vocabulary: Materials:

Morpheme: a word or a part of a word that has a meaning Smartboard

Suffix: a morpheme added at the end of a word Sticky notes

Prefix: a morpheme added at the beginning of a word Teacher-made note sheets (I Do)

Root: the most basic part of a word which affixes (suffixes and Word Game (1 bag per tripod) and worksheets (We Do)
prefixes) are added
Exit tickets (You Do)

Lesson Intro: (Part 1)

The teacher will begin the lesson by playing the Prefixes, Suffixes, and Roots Rap as the students enter the classroom and
receive their writing notebooks from the bin at the front of the classroom.
 While the students are somewhat curious, the teacher will begin the PowerPoint by displaying 4 words with their
corresponding pictures (entertainment, achievement, embarrassment, and endorsement).

The teacher will ask the students what these words have in common.

The teacher will have students think to themselves what the words have in common before sharing with the class. They have
the suffix ment in common.

The teacher will conduct a short inquiry lesson where students will have to determine what the suffix ment means based on
their prior knowledge.

The teacher will display a list of words ending in ment and their definitions to assist the student inquiry.

With their tripod, students will come up with a definition for the suffix and write it on their group sticky note.

Once each tripod has determined a definition, they will place their sticky note on the white board.

After each group has completed their definition, the teacher will engage students in a group discussion, carefully guiding
the discussion towards the intended answer.

If students do not raise their hand to share, the teacher will provide think time before drawing sticks.