5th grade ELA Lesson: Prepositional Phrases, Prefix Ex, Spelling

Part 1: Classroom Information

Grade: 5 Content Area: ELA Group Size: 32 Lesson
Length: 40 minutes
Student Context:
Identified Student Needs Accommodations During Instruction to
Support Student Needs
Students with Special Needs Visual processing & Visuals to accompany key
(IEP and/or 504) Comprehension. instruction, modeling, repetition
to determine comprehension of
instruction, text-to-speech during
testing
Students with Specific Language English language learners Pre-teach core vocabulary used in
Needs (ELL) who speak a variety of the lessons through examples
English other than the and charting the vocabulary on a
language used in the graphic organizer.
textbooks or lessons.
Students with Other Learning Struggling readers Shared & guided reading, direct
Needs (Behavior, Struggling instruction, monitoring, small
Reader, Struggling Math) group intervention

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:

Grammar:
L.5.1a - Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a) Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.

Morphology:
L.5.4b - Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., photograph, photosynthesis).

Spelling:
L.5.2e - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
e) Spell grade-appropriate words correctly, consulting references as needed.

ii. Related ELD Standard (must be included when using an ELA Standard):
ELD.PII.5.5 - Modifying to add details Expand and enrich sentences with adverbials (e.g.,
adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place,
cause, and the like) about a familiar or new activity or process.

B. Objectives
 i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Grammar: Students will use and explain the function of preposition and prepositional phrases
in sentences.
Morphology: Students will use the prefix ex- as a clue to determine the meaning of words.
Spelling: Students will spell grade-appropriate words correctly.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

The students will construct prepositional phrases using key vocabulary from the unit.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students are able to use unit vocabulary
Spelling activity 9.4
in a sentence
Students can construct prepositional
phrases using unit vocabulary and the
Prepositional phrase group activity
preposition chart as a support

Students can identify the correct word for

Prefix ex review each sentence by using the meaning of
the prefix ex- as a clue.

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

Students complete Activity page 9.2 which has students practice prepositions. Students use
prepositions from the word box to complete each sentence. Then, students write the function
(place, time, or partner) in the box below the preposition. Ill be looking for students who have
selected the appropriate preposition that belongs to the sentence and the correct function of that
preposition.

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:

CKLA Grade 5 Unit 5 Lesson 9 Teacher Guide

CKLA Unit 5 Student Journal, p.83, 85-90
CKLA Unit 5 Student Readers
Prefix Ex Chart
Preposition Chart

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_15__ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.

Spelling
Tell students they will begin their language lesson with practicing writing the spelling words
from the unit
Have students turn to Activity Page 9.4 explaining that spelling words are listed in the box on
the activity page
Tell students to reference their readers for the word definitions if needed.
Have students work in pairs to create a sentence for each word in the box
Have students share out a sentence for each of the words
Remind students that they will have a spelling assessment in the next lesson

Body of the Lesson (__30__ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.

Grammar (15 min)

Remind students they have learned about the parts of speech called prepositions and
prepositional phrases
Ask students what kind of information a preposition gives a reader. Listen for responses like,
A preposition gives more information about where something happens (place), when
something happens (time), or who or what the subject or object of the sentence is with
(partner) and A preposition often answers the questions where?, when?, or with whom?
Remind students that a prepositional phrase contains a preposition and other words that could
include articles, nouns, possessive nouns or pronouns, adjectives, and adverbs
Refer to the prepositional phrases poster with students. Focus on the function of particular
prepositional phrases and whether they are used to give information about place, time, or
partner

Function Preposition Prepositional Phrases

Place At, in -at the elementary school

-in his messy backpack

Time Around, in, after -around 3:30 in the afternoon

-after a big and tasty dinner

Who With, without -with her little sister

-without her dog

o Review that when prepositional phrases give information about place, it is about where
something happens or about the location of an object
Ask students what other prepositions that give information about a place
Ex: beside, around, above, below, underneath, in, on, at, between, behind, next
to
 o Tell students that prepositional phrases can also give information about time, that is,
about when something happens (around 3:30 in the afternoon). This function is labeled
time.
Ask students what other prepositions that show time they could add to the chart.
Ex: in, on, at, for, before, after, during, since, etc.
o Prepositional phrases can also tell about the people or things that are with the subject or
object of the sentence (with her little sister). This function is labeled partner.

Have students create prepositional phrase for each type of function with their tables on a blank
sheet of paper using some of the vocabulary or concepts from this unit on the renaissance. Have
groups share out
Have students turn to activity page 9.2. Read the directions and review the example with
students

Assess: have students independently complete activity page 9.2

Support: Provide 1:1 prompting and support for IEP, ELL, and struggling students students if
needed. Modify sentences on Activity Page 9.2 so they are about a familiar activity or process.
Prompt students by reminding them that a preposition gives more information about where
something happens (place), when something happens (time), or who or what the subject or object
of the sentence is with (partner).

Morphology (15 min)

Review the definition of prefix: A prefix is a syllable or syllables placed at the beginning of a
root word to change the words meaning
Review: ask students what the prefix ex- means. Listen for responses like away or out.
Remind students the prefix ex- does not change the part of speech of the root word
Direct students attention to the practice prefix ex- chart you prepared in advance
Tell students you will read a sentence aloud that is missing a word. Then students must decide
which word from the four options in the chart best fits in the blank. Point out that the word
choices are listed in the left column and the sentences are in the right column.
Practice with the first sentence from the Practice Prefix ex Chart
Ask students if they know the correct word to complete the sentence and explain how they
know. Listen for students identifying the word expelled, because it means to force something
or someone out, and using the meaning of the prefix ex- as a clue to determine this meaning

Assess: continue in this manner with the remaining sentences as time permits, listening for
students identifying the correct word for each sentence by using the meaning of the prefix ex-
as a clue. If necessary, ask which words students could eliminate form the list to narrow down
the options

Practice Prefix Ex- Chart

Word Choices Sentences
1. exhaled, expelled, The pope excommunicated or Savonarola from the Church
extracted, excluded for holding beliefs that disagreed with the Church.
Venetians became very wealthy by trading with other countries;
2. excavated, exterior, exit,
they glassware and took in silk and spices from China and
exported
the East Indies.
3. exhale, excavate, expel, If I were Carlos trying out Leonardos flying machine, I bet I would
exterior be so scared I would forget to .
4. extracted, exit, excluded, Renaissance scholars ideas and inspiration from ancient
exported Greek and Roman artists and philosophers.
5. expel, exterior, excavate, Archaeologists at the site of ancient Roman ruins in Italy
exit to this day.
6. extracted, exit, expelled, The poor were largely from the increasing wealth due to
excluded trade during the Renaissance.
7. exclude, export, exterior, The of the cathedral of Florence is quite impressive,
export especially when you see the dome rising above smaller buildings.
Homework (if you are assigning homework, what will it be?):

Student Journal 9.1 (p. 83) *Note, refer to 8.3 homework to complete chart.
Student Journal 9.3 (p. 87) Practice Prefix ex-

Closure (__2____minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.

Ask what you need to know in order to write an accurate prepositional phrase in their writing, for
example their informational paragraphs.

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students create prepositional phrases using vocabulary or subjects from prior chapters in their Unit
5 reader.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Construct

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: achievement, architect, create, culture, imagine, invention, literature,
movement, rebirth, sculptor

Syntax1: prepositional phrases using key vocabulary

1
 Ex: Michelangelo discussed art and literature __[with]__the finest minds of the time.

Discourse2: oral and written

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.

The students will construct prepositional phrases using key vocabulary from the unit.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

Provide 1:1 prompting and support Student may struggle Student may struggle with
for student. Modify sentences on identifying the function of a identifying less obvious
Activity Page 9.2 so they are about a preposition (place, time, prepositions such as
familiar activity or process. partner). around.
Student struggles to identify and use
a preposition within a prepositional
phrase.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Provide 1:1 prompting and
support for student. Modify
sentences on Activity Page 9.2
so they are about a familiar
activity or process.
Prompt students by reminding Provide support as needed.
them that a preposition gives
more information about where
something happens (place),
when something happens
(time), or who or what the
subject or object of the
sentence is with (partner).