Lesson Plan Template

Rigoberto Aguilar Room 48

Date and Time: __ 5/14/19 At 11:00 - 11:30 am

Subject to be observed: English Language Development

(ELD)
Learning Objectives:
1) Recognize inflectional endings in adjectives and decode
common suffixes -er and -est.
2) Recognize that suffixes placed at the end of a root word/base
word modify the meaning of the word.
3) Recognize that suffixes -er and -est are used to form
comparisons.

Standards:
ELD PL.6.12 Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.
L. 6.4 b. Use, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word, and how affixes help to modify the
meaning of words.
Describe your lesson plan for the scheduled observation: What
exactly will you and your students be doing during this lesson?
What learning activity will you and your students be doing in your
lesson?
(ie Anticipatory Set, Model, Check for Understanding, Guided Practice,
Independent Practice, Closure)
Anticipatory Set:
Teacher will instruct the whole class
Students will have their writing materials, highlighters, pencils and
paper.
Teacher Models (5 minutes)
T: 1) The teacher will explain how to form comparative and
superlative adjectives and how they help us to compare things or
nouns.
By adding inflectional endings (suffixes) - er and -est to the
base/root word to modify the word’s meaning.
T: Will display a practice page and prompt students to think and
share their opinions.
He invites students to think and pair-share their understandings of
this process. He suggests students to use sentence frames to better
explain their opinions and support their oral skills.
Guided practice (8 minutes)
T: Will guide the students with a couple examples of how to add
suffixes.
T: Will check for understanding by a show of thumbs up.
S: Will work and fill out their worksheets in small groups and
create comparative and superlative adjectives.
S: Will share their work with the rest of the class.
Independent Practice (15 minutes)
T: Will present/share a couple examples of how comparatives and
superlatives are used orally.
S: Will share orally (comparatives and superlatives) with their
partners/groups using as many adjectives as possible.
T: Walks around the classroom to support students.
Closure (3-5 minutes)
T: Will review the process of how to modify base/root words to
create comparative and superlative adjectives.
S: Will state the differences between both: comparatives and
superlatives
How will you know if your lesson is successful and that ALL
students are engaged?
I will use an exit ticket:
 Students must know (orally) how to use (at least 3) comparatives
and superlatives.
 Student must know (in writing) what suffix makes a comparative
or a superlative.
 The students will explain the difference between a comparative
and a superlative adjective.

 How will you know ALL students learned what you taught?
a. By the end of this mini-lesson all students must be able to explain
the use of the suffixes -er and -est and how these modify the root/base
words.
What, specifically, would you like me to observe and highlight for
you?
1. Student engagement and lesson pacing.