Lesson Plan Template - Set Program

LESSON PLAN TEMPLATE SET Program
Teacher Candidate _________________Lisa White_____________________\__

Grade Level ____7____ Subject/Content:____English____________
Title ________Prefixes and Suffixes _______________________________
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
24 students, 15 male, 9 female
Ethnicity: White: __17____
Hispanic/Mexican: __7___ Native American: ___1__
Four students ESL, two of which are advanced. Spanish is an alternate language.
Eight students with an IEP. One student has cerebral palsy with low motor skills. Two students are emotionally
disturbed. One of these students can exhibit violent behaviors if pressured too much in the classroom. Others
have learning disabilities. To encourage equal participation in the classroom, the mentor teacher has created
notecards with each students name on them. The teacher can then shuffle the notecards and begin calling on
students to answer questions as their names come up on the cards.
WALK-AWAY (what do I want students to know, understand, and be

able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 7 reading and content, choosing
flexibly from a range of strategies.
Big Ideas
Learning about prefixes and suffixes will
help me learn the definitions of words
and make me a better reader.
Objective B: Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word (e.g.,

belligerent, bellicose, rebel).
Content Walk-Away: Unpacked Curriculum
Essential Questions
Students will use prefixes and suffixes as clues to understand unknown

words.
How do I use prefixes and suffixes to

learn unknown words?
Reading/Language Content Walk-Away:

Same as content walk-away.
ASSESSMENT EVIDENCE (formative/summative checks for learning)

(Match the Content Walk-Away)
Modifications/Accommodations (ELL,
IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):

As we review prefixes and suffixes, I will gauge the level of student
understanding and go more in depth, if necessary.
I will monitor students as they work in teams to create new words by
adding prefixes and suffixes to their vocabulary words.
Content Walk-Away Evidence (Summative):
Students will use a worksheet and a handout provided to highlight
prefixes and suffixes of unknown words from a science article. Students
will also provide definitions of the words based on what they learn from
the affixes.
ESL students may be hesitant to speak

up if they do not understand something.
While the students are working
independently, check for comprehension
by asking them questions about what
was covered in direct instruction.
Correct as necessary.
Language Walk-Away Evidence (Summative):

Same as content walk-away
ACTIVE LEARNING PLAN
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences

Prefixes and suffixes should be a review for these students. Therefore, I
will begin by reviewing the terms prefix and suffix and gauging their
understanding.
Focus Lesson (I do it)
I will show a brief presentation that goes over prefixes and suffixes and
provides examples. The presentation can be viewed at
https://docs.google.com/a/dmail.dixie.edu/presentation/d/1Uvksu1k96YuEB4p2Z62qrQFHDlr16iONjGNsjSdHkE/edit?usp=sharing
This presentation provides the definition of prefixes and suffixes as well as
how these letters affect the meaning of the overall word. I will use the
students vocabulary words of the week to illustrate how prefixes and
suffixes can change the meaning of the words.
Guided Instruction (We do it)
After providing the students with the definitions of the terms in the
presentation, I will turn to a slide that has on it the longest word in the
English language:
Pneumonoultramicroscopicsilicovolcanoconiosis. As a class, we
As we review prefixes and suffixes, I

will gauge the level of student
understanding and go more in depth, if
necessary.
will uncover the definition by breaking the word into smaller pieces and by
identifying the prefix and the suffix found in the word. We will then look
up the word in the dictionary to verify our answer.
Collaborative/Cooperative (You do it together)
Now it will be time for the team competition. Working in tables, students
will have three minutes to write down as many variations of the vocabulary
words that they can by adding prefixes and/or suffixes to the words. The
student teams will then share their words with the class. If another team has
the same word written down, both teams cross off the word. Teams can
also contest if they do not think a word that a team came up with is actually
a word. We will then look it up on dictionary websites. The team with the
most original (and real) words at the end of the game each get a piece of
candy.
Independent (You do it alone)
Students will then be given a worksheet with a list of little-known words. A
copy of this worksheet can be found in Appendix B. These words are taken
from an article that they will read during lesson five. For now, however,
students will be given the words out of context. They will use a handout
that provides definitions of common prefixes and suffixes to identify
prefixes and suffixes of the unknown words. Students will highlight the
prefixes and suffixes of the words and--using the handout--make an
inference about the definitions of the words based on the prefixes and
suffixes of the words. I will make it clear to the students that they are not to
look up the words online; they are supposed to use what they have learned
from the lesson and the handout.
The handout comes is published by Scholastic and is listed as a reference in
Appendix A.
Summarization/Closure
At the end of the class period, I will ask the class to define a prefix and
suffix. I will explain that what they learned today will make them better
readers. With this knowledge, they can read words that they have never
thought they could.
Revisit Essential Questions
Using student cards, I will choose a student to answer the essential
question.
NOTES TO TEACHER
What do I need to remember to do? Remember to prepare presentation
slides and get copies. Remember to determine comprehension of ESL and
IEP students.
Materials to have ready? Copies of worksheet and handout; presentation
slides
Approximate time needed for lesson? 87 minutes
One emotionally disturbed student may

not work well with others. Provide an
opportunity for this student to begin
working as a group, but be prepared to
have him work on his own if there are
any problems.
ESL students may be hesitant to speak

up if they do not understand something.
While the students are working
independently, check for
comprehension by asking them
questions about what was covered in
direct instruction. Correct as necessary.
Some IEP students may not finish the
entire worksheet. Accept mostly
completed work on two conditions: (1)
the student has been working diligently
and (2) enough of the worksheet has
been completed to accurately judge the
level of the students understanding.
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
This lesson went fairly well. The students were very engaged with the lesson and enjoyed breaking apart the largest
word in the English language. They were also very competitive with the prefix and suffix game. My biggest downfall,
however, was time. The game took a lot longer than I had planned, especially when students were looking up words that
other groups had created to make sure the words were actual words. I did not mind that students were looking it up; they
were getting involved in the language and learning new words. However, it did take a lot longer than I had planned.
Therefore, students were not able to get to the worksheet at all. To combat this, I planned to have the students complete
that portion of the worksheet while also reading the article and looking for the words in context (part of lesson five). See
lesson five context clues for a reflection on how that worksheet went.

Lesson Plan Template - Set Program

Uploaded by

Copyright:

Available Formats

Lesson Plan Template - Set Program

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan Template - Set Program

Uploaded by

Copyright:

Available Formats

LESSON PLAN TEMPLATE SET Program

Teacher Candidate _________________Lisa White_____________________\__

WALK-AWAY (what do I want students to know, understand, and be

Objective B: Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word (e.g.,

Students will use prefixes and suffixes as clues to understand unknown

How do I use prefixes and suffixes to

Reading/Language Content Walk-Away:

ASSESSMENT EVIDENCE (formative/summative checks for learning)

IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

ESL students may be hesitant to speak

Language Walk-Away Evidence (Summative):

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

As we review prefixes and suffixes, I

One emotionally disturbed student may

ESL students may be hesitant to speak

REFLECTION AFTER LESSON

You might also like

Teacher Candidate _Lisa White___\