UNIT NAME: Grade 4 English, Vocabulary: prefixes and suffixes

LESSON # or date: 11/17/2021

# of minutes: 25-30

Outcome(s) of Lesson (Outcome number and description verbatim from POS):

· 2.1(LA) Use Strategies and Cues: identify and know the meaning of some
frequently used prefixes and suffixes.
How will I know students have achieved the learning outcome(s)? Be specific.

· Formative assessment: When each group has finished matching all of their words I
will see go to their group and check if everyone has categorized correctly by putting
the correct word on top of the correct definition.
· Formative assessment: I will continuously walk around and talk to groups as they
play and see if they are working as a group to achieve the goal by commenting to
each other and debating about what each word could mean.

Hook:
Today we are going to play a game in your table groups. The game we are playing uses
prefixes and suffixes in vocabulary words. The game is called Find A Pair. We are playing this
game so that we can explore new words and grow our vocabulary. Do you guys wanna learn
how to play? Okay then let's all come sit on the carpet and hear about the game.

Learning Opportunities:

Time Learning Opportunity How do I check

that students
understand the
instructions?

5-10 Ask students to join you on the carpet at the front of the class
minutes while you explain the prefixes and suffixes we will be using in
“How are we feeling
detail:
about this game?
- Now, you guys already are familiar is “ous” (meaningful Do we think we are
or having the quality of). ready to play the
- And you have learned about the prefixes “in” “im” and “ir” game or should we
(meaning not). go over it one more
- And this week you guys are looking at “em” (to cause to time? Thumbs up,
or one who” thumbs down, or
- Now we are going to look at some new ones: (write on somewhere in the
board) middle”
 - “dom” = place or state of being example: kingdom

- “Ness” = state of being example: sadness Materials Needed

- “Less” = without ecample: ageless
- Whiteboard
- Marker

Accommodations
How do I differentiate for EACH learner?
(ISP’s)

Beginning/Developing:

Achieving: As per the learning opportunity above

Extending/Enriching:

Transition: (What is your specific plan for “moving” students into the next learning
opportunity?)

Okay, if we are feeling good about the prefixes and suffixes let’s move back to our desks
and get going!

Time Learning Opportunity How do I check

that students
understand the
instructions?
 - Every table group will receive a bag with two sets of
cards. One set of these cards are new vocabulary
5 “How are we feeling
words (blue). On the other cards are definitions for all of
minutes about this game?
the words (Red). (show students the set of cards while Do we think we
explaining.) need a bit more
- When you get your cards, shuffle them and mix them explanation or do
up. The order that the cards are in does not matter. we think we are
- Next you will lay all of the cards out face down on your ready to play?
table. Thumbs up, thumbs
- To play the game you guys will flip over two cards at a down, or
time. Read the word and the definition out loud and try somewhere in the
and find the matching pairs. middle”
- If the word card is the right word for the definition then
you take both cards and put them to the side together.
- Keep going until all of the words have a definition.
Materials Needed
- Once your group is done, everyone in the group raise
your hands and I will come take a look at your words
and definitions - Whiteboard
- Marker
- 6 sets of
each cards
- Ask students to move back to their tables and one
person from each table can come up and grab their bag
with the cards in it.
- Let them start the game.
- Answer any questions they have.
- Prompt them to try and figure out the words definition
by using it in a sentence or giving an example.

For early finishers:

- Two of these words have similar definitions. They can
mean the same thing or mean something very similar to
each other. These are called synonyms. Try and find
which words are synonyms.
 CLOSURE:
Okay, today was a great day! It was a great day because we used our prior knowledge and
experience of prefixes in order to define new words! This expanded our vocabulary bank that
we all have in our brains. We always want to be expanding our vocabulary. It is something
that we will use for our whole lives!

Lesson Plan Analysis: Using your lesson above, describe the following: (This
information MUST be in your learning opportunities)

Cooperative
Learning
- Working in groups
Strategies
used

Movement - Bring the students to the front carpet to explain the game instead of
Breaks having them sit at their desks.
- Have students come get their own sets of cards from the front instead
of handing them out.
- Have students put away the sets of cards at the front instead of
collecting them.

Higher Order - Is there another vocabulary word that has the same meaning as that
Learning / definition? (synonym) example (big=grand, enormous, colossal,
Question(s) massive)

Reflection and Revisions:

After the lesson has been taught, use this space to note how it went (what worked, what did not)
and provide jot notes about what needs revision before you teach this lesson again. Include
classroom student and/or teacher feedback, comments, or behavior.
Mrs. Gebhart’s review comments:

My practicum teacher, Mrs. Gebhart, always asks that I start with the positive aspects
and then move on to what I can do better the next time so that is what I am going to do. Some
of the strategies that worked for me during this lesson were:
- I used the clapping technique to grab the attention of all the students before I
began
- I started off by explaining the learning outcome to the students, what they are
going to be learning and why it is important.
- I included a review of what prefixes and suffixes that they had already been
learning that week. (Mrs. Gebhart provided me with this information ahead of
time).
- I started off by giving the students a few examples of words that use those
suffixes and prefixes and then asked them to think of some examples, paused to
give them time to think. And then asked them to give me some of the examples
they thought of to put on the board.
- Leaving the definitions and examples of the prefixes and suffixes on the board
while the students play the game in case they need a bit of reminder during the
game.
 - I showed them the materials of the activity while explaining how to complete the
activity. I then modeled a few examples of the activity with the materials.
- Walking around between the different groups to see how they are working,
answering questions, helping out where they needed it, and giving hints.
- I had an extension for any groups that finished early. Three of the words were
synonyms. Only one group finished early, I asked this group that finished early to
search for those synonyms.
- I brought all the students to the front carpet while I gave the closure. This
ensured that everyone was paying attention while I gave my closure.
Although I did improve on a few aspects of my execution of my lesson plan such as
grabbing the students' attention before the lesson and giving a grand closure. There were still
some bumps in the road while teaching my second lesson of my practicum.
The first aspect of my lesson that needs revision was my check in after the first learning
opportunity. I asked the students how they felt about what they just learned instead of asking
them if they understood. This was a mistake I made with my wording. I will ensure that I ask if
they understand the next time I teach this lesson.
Another aspect of my lesson that needs to be revised is after my lesson, what do they do
next? The daily schedule was changed because of my lesson plan. This meant that the day’s
activities were all mixed up. I drew a blank when I finished giving my closure to the students and
did not know what to do. Mrs. Gebhart, thankfully, saw that I did not know what we were doing
next and jumped in with what the students will be doing next. Next time I will ensure that I am
fully aware of what the next activity will be.