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UW-Platteville SoE Lesson Planning Template

Name: Trent Urban Lesson Title: Prefixes and Suffixes Grade level(s)/Course: 4th Grade Date taught:03/13/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Publisher: Date of Publication: District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. My cooperating teacher gave me free reign, as long as the lesson was reading based. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 30 minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. I will be working with four students. Two lower level readers and two middle level readers. I will be pairing them up; medium ability with lower ability. List any other special features of your school or classroom that will affect the teaching of this lesson. N/A INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students_______4_ Males____0______ Females____4______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students N/A Students with IEPs English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders N/A




UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards Reading Foundational Skills Enduring Understanding and/or Essential Question Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. GLE(s) or EOC and Symbolic Notation DOK CCSS.ELA-Literacy.RF.4.3a: Use combined Level Two knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Outcome(s) The students will be able to define both a prefix and a suffix, and distinguish between the two by creating new words via the addition of a prefix, suffix, or both. Academic Language related to the lesson Prefixes, Suffixes, Syllables, Root Word, Spelling, Meaning. Prior Learning/Prior Thinking This Lesson builds on their background knowledge of syllables, and takes their limited understanding of prefixes and suffixes to a much deeper level. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge I will first split the students into the pre-determined groups I have prepared for them. Then, I will ask each group what they know about prefixes and suffixes. Ill give them 1-2 minutes to brainstorm with their partner, and then come back together and report back to the group. Focus/Purpose Statement Today were going to be learning even more about prefixes and suffixes. This is a lot of fun, because it helps us learn lots of new words. We can literally, by knowing our prefixes and suffixes, know the meanings to thousands of new words! Procedures Split the four students up into teams Ask them to brainstorm what they know about the topic. Introduce and explain the importance of the topic. Split up two exactly identical bags of prefixes and suffixes to each team. Ask them to identify which colored coded squares were the suffixes (red), and which were the prefixes (green). I then, as an example, before the game starts, will lay out an example. Ill take one yellow, core word square from my bag and set it in the middle of the table. For example: Port. Then I add the green suffix card labeled trans- to the front, making it transport. Ill then ask if there are any suffixes we can add. Able for example. Trans-port-able. 2|Page

UW-Platteville SoE Lesson Planning Template

Once they understand that process, Ill explain the rules of the game. One team will start with a core word. Theyll have one minute to lock in their answer. If they add both a prefix and a suffix correctly, they will be awarded two points. If they correctly add either one prefix or one suffix, theyll receive one point. After theyve locked in their answer and received their points. The next team gets the same core word, but must use different prefixes and suffixes from the last team. This continues until all of the possible fixes have been found. Then a new core word enters in. With about five minutes left, Ill stop and ask if any of the students see a pattern with our words. Ill ask them to think of a stop and go light. Green, yellow, red. All of the beginnings of our words will have been green, the middle yellow, and the endings red. Ill ask them why they think this is. After the students have thought this through, well re-solidify the definition of prefix and suffix, and how they affect the words they are apart of. Differentiation By grouping each middle level student with a lower level student, I ensure that the ability level is fairly distributed amongst the teams. Also, this activity involves a lot of collaboration. The lower level students will benefit from the team mentality, working towards a solution with the middle level student. Closure Ask students if they have noticed a pattern in our words. If, after a minute or two, they havent identified any significant patterns, Ill offer up the stop light hint. Ask them why they think this is. Ask them to think back to the beginning of the lesson when we identified the green blocks as the prefixes and the red as the suffixes. Materials and Resources Idea for activity adapted from Education.com Colored construction paper Even, identical groups of green and yellow fix cards One group of yellow, core word cards Classroom Management/Democratic Practices Using a game like this, with point values, its always a possibility that things will get overly competitive. In order to combat this, I will utilize positive reinforcement. Both for correct and incorrect answers. ASSESSMENT Before the lesson Gathering information about student knowledge The pair and share before we begin will get the students thinking and talking about what they already know about prefixes and suffixes. Pre-assessment that may be used During the lesson As the students lock in their first one or two answers, if they are only adding one prefix or suffix, Ill remind them that if they can come up with both a prefix AND a suffix, that will be worth two points. This way, they will be constantly thinking through all of the possibilities. Informal Formative Assessment Monitor students to determine if they can. distinguish between prefixes and suffixes. understand that prefixes are at the beginning of the word, and suffixes are at the end. check if a word makes sense before locking it in. work together as a team. At the end of the lesson Formative 3|Page

UW-Platteville SoE Lesson Planning Template

Ask the students to form their own definition of both a prefix and a suffix after weve completed our lesson. Assessment Rubric


Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

UW-Platteville SoE Lesson Planning Template

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.