Word Structure-Prefix and Suffix Name: Kelsey Mayo Subject: English II/III Period: 1 Approximate Time: 50 minutes

Objectives: 1. 2. The student will identify common prefixes and suffixes used in the English language. (English 1. 6.c, 1.6.e) The student will explore the different kinds of information provided in a dictionary entry. (English 1.6.g, 1.6.k)

Materials: Students will need pen/pencil, notebook, index card (given by the teacher) and prefix/suffix handout. Teacher will need dry erase markers, overhead projector and transparency sheets, vis a vis pen, handout, and dictionary.

Bell Ringer: Put a dictionary entry of the word 'lunatic' up on the overhead. Students will write at least five pieces of information that they learn about the word from the dictionary. lunatic lun t k/ [loo-nuh-tik] noun 1. an insane person. 2. a person whose actions and manner are marked by extreme eccentricity or recklessness. 3. Law. a person legally declared to be of unsound mind and who therefore is not held capable or responsible before the law. adjective 1. insane; demented; crazy. 2. characteristic or suggestive of lunacy; wildly or recklessly foolish. 3. designated for or used by the insane: a lunatic asylum. 4. gaily or lightheartedly mad, frivolous, eccentric, etc.: Also, lunatical, [Origin: 12501300; ME lunatik < OF lunatique < LL l n ticus moonstruck. See Luna, -atic] Related forms, lunatically, adverb (Source: dictionary.com)

Set: 1. Explain that we have finished the unit on American literature and that we are moving into a review of grammar and the principles of vocabulary. 2. Today we are going to look at the parts of words- we will look at what comes first (the prefix), the main part of the word (the root), and the ending (the suffix). We will examine the dictionary as a resource, and learn about the different sources of our English words. 3. Distribute index cards to the students- one half of the room will have prefixes or suffixes, the other half will have root words. The students will get up and attempt to find their matching partner to complete the word. Explain to the students that the word on the card might not make sense until they find their partner. The words to be split will be submarine, prejudice, translate, microscope, inspiration, exhale, explode, geography, contain, antebellum, semicircle. 4. After the students have found their word partners, check to see if they were correct and have them return to their seats. 5. Explain how a knowledge of common prefixes and suffixes helps one to figure out words that we don't know, and give the example antidisestablishmentarianism. By the end of the period, we will be able to figure this out.

Procedures: 1. Give definitions of terms. What is a root word? If we say that one event is the root of something else, what does that mean? 2. Where do root words come from? Other languages- Romance languages Latin, Greek, other languages. Where do you think our word luau comes from? 3. Speak about about changes in languages- 'window'/ defenestration- Latin/French connections, differences between Latinate and Anglo-Saxon words... 4. What is a prefix? What is a suffix? Prefix changes the meaning by adding something at the beginning, before the root word, suffix does the same by by attaching to the end. 5. Pass out a common list of prefixes and suffixes to the students. Go through it together. Explain to them that many of the prefixes and suffixes come directly from Latin. Give the students time to think of an example for each prefix or suffix. 6. Root words- introduce word bubbles with the word judge (prejudice, judgement, justice, judgmental). Show how the addition of prefixes and suffixes changes the meaning, but only slightly. (biology- biome, biological, etc) 7. Move to the dictionary. Explain how the dictionary is made, and who decides which words are included, how long the real Oxford English Dictionary is. Examples of words recently added include crunk, celebutante, hoodie). What is the role of slang? 8. What does the dictionary tell us? Origins/Etymology, definitions, parts of speech, pronunciation, examples, use in sentence. Have the students write a definition of a slang word they use often, incorporating the elements of a dictionary entry we discussed. Encourage them to be creative with their sample sentences.

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Collect these definitions at the end of class.

Closure: 1. Remind students of the definitions of root words, prefixes, and suffixes. Ask the class how they function by taking another look at our first conundrum, antidisestablishmentarianism. 2. Review the day's learning by call and response with individual prefixes and suffixes, and by offering larger words for the class to parse. 3. Explain that Ms. Morrison will be using our knowledge of words during the next period by focusing on their relationship to one another in a sentence. 4. Thank the students for their attention this period. Assesment: Objective #1: Informal: The teacher will listen to students (M) practice constructing words with prefixes and suffixes (C). Formal: The material in this lesson (C) will be included in a quiz on Tuesday (M) and recorded by the teacher in the gradebook (D). Objective #2: Informal: The teacher will gauge class understanding of dictionary entries (C) by listening (M) to discussion after the bell ringer. Formal: Students own definitions (C) will be collected (M) and entered into the gradebook (D) by the teacher.

Better Vocabulary Through Derivatives

Grade Levels

7th Grade , 8th Grade , 9th Grade , 10th Grade , 11th Grade , 12th Grade

Learning Context/ Introduction

Students use Latin roots to figure out the meaning of English works, and create a Word Tree poster. This continuing series of lessons attempts to help students increase both their Latin and English vocabularies by carrying over their knowledge of one language to the other. By using already familiar English words with Latin roots, students can better remember the meanings of Latin words. By using the meanings of Latin words, students can figure out the meanings of English words. The goal is to train students to see and to use Latin roots.

Duration

The time commitment is as varied as the time teachers want to devote. The development of worksheets takes place over the course of years. However, prefixes, roots, suffixes can be a part of every vocabulary learned. Each project is a result of student work both in and out of class. Younger students need more teacher guidance whereas the more advanced students have the benefit from their beginning Latin endeavors to set up their efforts. An exemplary sample of time needed: 40 minute class periods daily account for the time listed below:

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worksheets, games, magazines/newspapers = 1/2 to 1 period each create a word and number project = 2 to 3 class periods and outside of class time between these periods word tree project: 2-3 weeks outside of class time. Teacher spends 1/2 a period explaining the assignment and showing several quality examples of what is expected. The day the project is collected, the entire period is used having students display and talk about their work; the class votes on favorites and awards prizes.

Assessment for each homework, quiz, and poster project is individual and done in the way all activities are. They take no unusual preparation. The projects tend to use two to three class periods so that students can present and explain their work to others.

Instructional/Environment Modifications

No instructional modifications are necessary.

Procedure

Instruction on derivatives is ongoing from the time a student begins Latin. The greatest amount of time is spent in Latin I or its Latin 7 and Latin 8 equivalent. Beginning with their first Latin vocabulary, students are asked to see the similarities between the Latin roots and their English derivatives by underlining the letters common to both and discussing the meaning common to both. Next, students examine both English and Latin words to discover how the root meanings are affected by the addition of prefixes and/or suffixes. Throughout the year, students complete a variety of teacher-developed worksheets correlated to chapters of the text ECCE ROMANI. They identify the Latin roots, categorize words by their Latin roots, define words underlined in English sentences using their Latin roots, and complete sentences by filling in appropriate meanings according to the Latin roots. They play games using derivatives such as Derivative Tic Tac Toe. They create a new word by putting together a prefix, root, and suffix, define it, and then illustrate it in a small poster. They identify derivatives containing Latin roots in newspaper headlines and magazine ads. Near the end of the year, they produce their biggest project, a word tree poster that visually represents the Latin root they have chosen and its English derivatives. Teaching strategies include

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helping students learn Latin vocabulary by showing how to memorize; make associations to other words in any language; create ways to remember word meanings (the crazier the better! e.g. Take the TUM and then, at that time you feel better.) providing worksheets, lists of derivatives, sentences using derivatives for practice working with Latin roots directing students to find and underline common letters in root words and their English derivatives guiding discussion of common meaning of root words and English derivatives explaining orally the meaning of each part of a word-prefix, root, and suffix-to arrive at an overall literal definition of a word explaining shifts in spelling or meaning from root as well as any connotations in English removing fear of being wrong by admitting the teacher does not know the etymology of many words and by frequently checking etymologies in the dictionary showing high quality student examples of assigned work clearly explaining the grading standards or rubrics when the assignment is given

Student work includes

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devising ways to remember or help each other remember the meanings of Latin vocabulary learning prefix and suffix meanings completing worksheets relating Latin roots to English derivatives practicing word building and unbuilding skills locating derivatives in newspapers, magazines and any English material including textbooks creating a new word and its definition using a prefix, root, and suffix creating a poster illustrating English derivatives from Latin numbers designing a derivative word tree poster