LESSON PLAN 1

Name: Rebecca Jeanneret Date: October 9, 2017

Lesson Title: Suffix Introduction Grade/Level: 2nd Grade

Curriculum Standards Focus Question/Big Idea/Goal
2.FL.PWR.3 Know and apply grade-level phonics and word
analysis skills when decoding isolated words and in connected Central Focus:
text. How does a suffix change the meaning of words?
d. Decode words with common prefixes and suffixes
Lesson Objective(s)
Students will be able to identify the root and the suffix of common words.
Vocabulary/ Academic Language
Root, suffix
Questions for higher order thinking and assessment
How do you differentiate the root of the word from the suffix?
How do you determine if a word has a suffix?
How do you determine the meaning of the suffix?

Assessment/Evaluation
Informal:
The teacher will ask the students questions to check for understanding. The teacher will walk around during the activity checking
for understanding. The teacher will look at the student's notebooks in order to see if the students are grasping the meaning and jobs
of suffixes.

Materials
Computer, root tree diagram, white board, white board markers, paper dice, group handouts, student notebooks

Bell Ringer
The teacher will have the students get out their notebooks and answer the question "What do you do to a word to make it past
tense? Provide examples of words in present tense and past tense"
5-7 minutes

Anticipatory Set
The teacher will review the concept of a root word by providing a picture of a tree on the screen. The teacher will insert a text box
onto the base of the tree and write a root word in the box. The teacher will ask the students for the definition of the word then ask
the students if they can add to the end of the word while keeping the root or base of the word the same. The teacher will guide the
students in providing examples, and writing them in the leaves of the tree. Then when the students are satisfied with the list the
teacher will tell the students that those endings are called suffixes. The students will write these definitions in their notebooks.
10-12 minutes

Instruction
The teacher will introduce the concept of a suffix. The teacher will explain that adding a suffix to the end of a word changes the
meaning; the root of the word stays the same. The teacher will explain that suffixes do many different things, from changing the
part of speech, the tense of the word, and the meaning. The teacher will write jobs of suffixes on the board. The teacher will write
the word big on the board. The teacher will then write the word bigger next to it. The teacher will ask the students what suffix
changed. The students will identify that the meaning has changed because bigger is larger than big. The teacher will then write the
word play and player on the board. The teacher will write below the word play the part of speech (verb), then the teacher will ask
the students what part of speech player is. The students will determine it to be a person/ noun and the teacher will explain how a
suffix can change the part of speech of a word.
10-12 minutes
Guided and Independent Practice
We-Do
The teacher will write the word sing on the board and ask the students what they can add to the word sing. The teacher will write
the students answers on the board. The teacher will expect the students to easily come up with the word singer by adding the suffix
er. The teacher will ask the students how the suffix changed the word. The teacher will guide the students to look at the part of
speech. The teacher will ask the students what other suffixes can be added to the word sing, guiding them to the word singing. The
teacher will again ask the students what the suffix ing changed. Once the students answer, the teacher will ask the students for a
word that they think can have a suffix added. Then the teacher will go through the same process until the students have a solid
grasp on the idea.
You-Do
The teacher will put the students in groups of two and give them the roll activity. The students will take turns rolling their dice and
creating -ed and -ing words. Once finished the students will create three sentences using the words they rolled. Students who finish
early will write words in their notebooks trying to think of as many suffixes as possible. The teacher will walk around the groups
helping anyone who needs assistance and check for understanding.
20 minutes

Closure
The teacher will review what root words are and suffixes, along with the different ways suffixes change words.

Adaptations to Meet Individual Needs

The teacher is saying, writing and having students write the meaning of suffix for the visual and auditory learners. The dice will
give kinesthetic learners something physical to do. Students can work with others for peer instruction, or if students work better
independently the teacher can allow them to do so. The teacher will assist students who need extra help. Students who finish early
will be encouraged to think of other suffixes.

Cross-curricular connections
The teacher will provide root words drawn from other subject areas and the students will identify different suffixes for the words.
 LESSON PLAN 2

Name: Rebecca Jeanneret Date: October 10, 2017

Lesson Title: Prefix Introduction Grade/Level: 2nd Grade

Curriculum Standards Focus Question/Big Idea/Goal
2.FL.PWR.3 Know and apply grade-level phonics and word Central Focus:
analysis skills when decoding isolated words and in connected What is the meaning and purpose of a prefix?
text.
d. Decode words with common prefixes and suffixes
Lesson Objective(s)
Students will be able to identify the root and the prefix of common words.
Vocabulary/ Academic Language
Root word, Suffix, Prefix, recycle
Questions for higher order thinking and assessment
How do you differentiate the root of the word from the prefix?
How do you determine if a word has a prefix?
How do you determine the meaning of the prefix?
Assessment/Evaluation
Informal:
The teacher will look at the students work in their notebook to check for comprehension. The teacher will walk around and listen
to the student's progress.
Formal:
The teacher will collect The Cycle of Recycling paper and check to see if students correctly identified the prefixes.

Materials
Expo Markers, notebook, Elmo/ ActiView screen, Greta's Mistake passage, The Cycle of Recycling passage.

Bell Ringer
The students will get out their notebooks and the teacher will have a question written on the board. The students will answer the
question "What is a suffix? What are the three things a suffix does to a word?" Students who are done early will work with a
partner and think of as many suffixes as they can and write them in their notebook.
5-7 minutes

Anticipatory Set
The teacher will have a list of words that the students are familiar with written on the white board. The teacher will have different
prefixes on the root words and the teacher will ask the students what the words all have in common. The teacher will write down
the different similarities, focus the student's attention to the beginning of the word, and introduce prefixes.
5-7 minutes

Instruction
The teacher will ask the students if they can explain what a prefix is based on their knowledge of the use of suffixes. The teacher
will ask the students if they can think of any common prefixes. The teacher will write common prefixes on the board and write the
meaning of the prefixes. The teacher will ask the class for one or two examples of words with those prefixes in order to assure that
the students are following along.
10-12 minutes

Guided and Independent Practice

We-do
The teacher will pass out the Greta's Mistake passage to each student. The teacher will have a copy on the screen so that she can
mark up the page with the students. The teacher will read the passage aloud with the students pointing to each word as the teacher
reads. The teacher will ask the students to look for Prefixes in the passage. The teacher will circle the prefix "mis" in the title then
the teacher will underline "take". The teacher will ask the students what the prefix mis means and write it on the paper. The teacher
will instruct the students to do the same to their own paper. The teacher will then ask for a volunteer student to read the first
sentence. The teacher will then ask the students to identify any prefixes. The teacher will have them circle the prefix and underline
the root word. This pattern will continue until all the prefixes have been identified. The teacher will ask the students how the prefix
altered the meaning of the word.

You-do
The teacher will hand out another passage called The Cycle of Recycling the teacher will ask the students to identify the prefix by
circling it and underlining the root word. The teacher will have the students work independently and predict the meaning of the
prefix and the students will write their prediction on the paper. The teacher will walk around assisting any students who may need
extra direction. Once the students have identified all the prefixes and marked the paper accordingly, the teacher will collect the
reading. Students who finish early will be encouraged to write words with prefixes and suffixes on the back of their reading until
the rest of the class has finished.
20-25 minutes

Closure
The teacher will review what a prefix is and what it does. The teacher will go over some of the common prefixes again.
2-3 minutes

Adaptations to Meet Individual Needs

The teacher is writing and speaking the meaning of prefix for the visual and auditory learners. Students can circle and underline
the passage with different colors to easily identify the difference between the prefix and the root word. The teacher can use easier
or more difficult passages depending on the need of the students in order to keep them in their zone of proximal development. The
teacher will assist students who need more help. Students who are finished early have the challenge to think of other prefixes and
suffixes and write down as many as they can.

Cross-curricular connections
The reading will connect with a science standard referring to recycling, or the teacher could use another text that could correlate
with a different subject.
 LESSON PLAN 3

Name: Rebecca Jeanneret Date: October 11, 2017

Lesson Title: Prefix and Suffix Review Grade/Level: 2nd Grade

Curriculum Standards Focus Question/Big Idea/Goal
2.FL.PWR.3 Know and apply grade-level phonics and word Central Focus:
analysis skills when decoding isolated words and in connected What is the purpose of suffixes and prefixes?
text.
d. Decode words with common prefixes and suffixes
Lesson Objective(s)
Students will be able to identify common prefixes and suffixes.
Students will be able to define common prefixes and suffixes.
Students will be able to appropriately use common prefixes and suffixes.
Vocabulary/ Academic Language
Root word, prefix, suffix
Questions for higher order thinking and assessment
How do you define the meaning of a suffix or prefix?
How do you determine what prefixes and suffixes to use with different root words?
Assessment/Evaluation

Informal:
The teacher will look at the students work in their notebook to check for comprehension. The teacher will walk around and listen
to the student's progress. The teacher will lead the bingo center (the hardest center) and will watch how well the students do
playing the game, guiding them when necessary.

Materials
Expo markers, white board eraser, notebooks, Prefixes and Suffixes (Language Rules!) by Ann Heinrichs, Bingo Boards and bingo
chips, Popsicle game, Checker board and pieces, build a word plate and paper strips, paper, pencils.

Bell Ringer
The teacher will have a command on the board and the students will write their response in their notebook. The command is
"Write as many prefixes and suffixes as you can think of along with their meanings. If you have extra time write down a sentence
using prefixes and/or suffixes and draw a picture". Students who finish early can write extra sentences.
5-7 minutes

Anticipatory Set
The teacher will read the book Prefixes and Suffixes (Language Rules!) by Ann Heinrichs to the class.
5-6 minutes

Instruction
The teacher will ask the students to get out their notebook and review the definition of prefixes and suffixes. The teacher will go
over the bell ringer from the morning asking the students for a list of prefixes and suffixes and their definitions. The teacher will
write them on the board and instruct the students to add any prefixes and suffixes they did not have on their list. The teacher will
then explain the centers for the students.
5-6 minutes

Guided and Independent Practice

We-do
The teacher will separate the students into groups of four.
You-do
Center 1- The teacher will lead the Prefixes and Suffixes Bingo. The students will each get a laminated card and the teacher will
read a sentence on the card. The students will take an expo marker and write the correct answer on the board. If the student is
correct, they will put a chip on that place. If the student is wrong, they will erase their answer. The first student with four chips in a
row wins the round.
Center 2- Popsicle Drop- The teacher will have two sets of common prefixes, suffixes and root words written on a piece of
construction paper shaped like a popsicle (attached to a popsicle stick). Six cups will be set up. Two cups will say Prefix, two more
cups will say Suffix, and two more will say Root word. Students will take turns racing to see who can correctly fill up their cup
with the correct popsicles before they melt. The student who fills it correctly first wins.
Center 3- Build a word- a 3 section paper plate will have prefix written on the top left section, Suffix on the top right, and root
word written on the main section. Slips of papers with prefixes, suffixes and root words will be in a pile, students will sort the slips
of paper into the correct section then build words using the root, prefixes and suffixes. The students will write their words down on
a piece of paper.
Center 4- Prefixes and Suffixes Checkers, two boards will be provided so all four students can play at the same time. The same
rules of checkers apply but students must correctly define the word on the square before the student can move their piece to that
spot.
Students will have 8 minutes at each center.
Closure
The teacher will have the students clean up and return to their desks and review prefix, suffix and the root word by providing a
couple examples.
2-3 minutes

Adaptations to Meet Individual Needs

The stations have varying difficulty and the most difficult station the teacher will be present to help guide the students. Students
will be in groups and they can ask their peers questions. The teacher could provide easier sets of the games for students who need
easier words.

Cross-curricular connections
Students are practicing their hand writing skills when writing in their notebook and during the build a word center.
 UNIT PLAN TEMPLATE

Name: Rebecca Jeanneret Date: October 9-11

Subject/Content: Literacy Unit Grade Level: 2nd Grade

Curriculum Standards Unit Goals

2.FL.PWR.3 Know and apply grade-level phonics and word Students will be able to identify the root of a word and if
analysis skills when decoding isolated words and in connected it has a prefix or suffix.
text. Students will be able to define common prefixes and
d. Decode words with common prefixes and suffixes suffixes.
Students will be able to correctly use common prefixes
and suffixes.
Activities Planned
Day 1- The teacher will review the concept of a root word by providing a picture of a tree on the screen. The teacher will insert a text
box onto the base of the tree and write a root word in the box. The teacher will ask the students for the definition of the word then ask
the students if they can add to the end of the word while keeping the root of the meaning the same. The teacher will guide the students
in providing examples, and writing them in the leaves of the tree. Then when the students are satisfied with the list the teacher will tell
the students that those endings are called suffixes. The students will write these definitions in their notebooks.
The teacher will put the students in groups of two and give them the roll activity. The students will take turns rolling their dice and
creating -ed and -ing words. Once finished the students will create three sentences using the words they rolled. Students who finish
early will write words in their notebooks trying to think of as many suffixes as possible

Day 2-The teacher will pass out the Greta's Mistake passage to each student. The teacher will have a copy on the screen so that she
can mark up the page with the students. The teacher will read the passage aloud with the students pointing to each word as the teacher
reads. The teacher will ask the students to look for Prefixes in the passage. The teacher will circle the prefix "mis" in the title then the
teacher will underline "take". The teacher will ask the students what the prefix mis means and write it on the paper. The teacher will
instruct the students to do the same to their own paper. The teacher will then ask for a volunteer student to read the first sentence. The
teacher will then ask the students to identify any prefixes. The teacher will have them circle the prefix and underline the root word.
This pattern will continue until all the prefixes have been identified. The teacher will ask the students how the prefix altered the
meaning of the word.
The teacher will hand out another passage called The Cycle of Recycling the teacher will ask the students to identify the prefix by
circling it and underlining the root word. The teacher will have the students work independently and predict the meaning of the prefix
and the students will write their prediction on the paper. The teacher will walk around assisting any students who may need extra
direction. Once the students have identified all the prefixes and marked the paper accordingly, the teacher will collect the reading.
Students who finish early will be encouraged to write words with prefixes and suffixes on the back of their reading until the rest of the
class has finished.

Day 3-Center 1- The teacher will lead the Prefixes and Suffixes Bingo. The students will each get a laminated card and the teacher
will read a sentence on the card. The students will take an expo marker and write the correct answer on the board. If the student is
correct, they will put a chip on that place. If the student is wrong, they will erase their answer. The first student with four chips in a
row wins the round.
Center 2- Popsicle Drop- The teacher will have two sets of common prefixes, suffixes and root words written on a piece of
construction paper shaped like a popsicle (attached to a popsicle stick). Six cups will be set up. Two cups will say Prefix, two more
cups will say Suffix, and two more will say Root word. Students will take turns racing to see who can correctly fill up their cup with
the correct popsicles before they melt. The student who fills it correctly first wins.
Center 3- Build a word- a 3 section paper plate will have prefix written on the top left section, Suffix on the top right, and root word
written on the main section. Slips of papers with prefixes, suffixes and root words will be in a pile, students will sort the slips of paper
into the correct section then build words using the root, prefixes and suffixes. The students will write their words down on a piece of
paper.
Center 4- Prefixes and Suffixes Checkers, two boards will be provided so all four students can play at the same time. The same rules
of checkers apply but students must correctly answer what the square says before they can move their piece to that spot.
Students will have 8 minutes at each center.
Assessment
Informal- The teacher will review the student's notebooks and check for progress. The teacher will ask questions throughout the
instruction in order to check for understanding. The teacher will walk around when the students are working in order to ensure that the
students are correctly figuring out suffixes and prefixes. The teacher will assess the students during the Bingo center seeing where
each individual student is at with the material.
Formal-The teacher will collect the student's finished The Cycle of Recycling paper in order to see if students can correctly identify
the root of a word and the prefix.