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Day: Thursday Date: 19/10/17 Time: 1:20 2:10 Class: R17 Year 3
Subject: Grammar Topic: Suffixes
Students Prior Knowledge and Experience:
In year 2, the curriculum focuses on the following aspects of Suffixes:
Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472 - Scootle )
In the previous week, students were introduced to prefixes.

Learning Purpose: Student Evaluation:

After completing this lesson, students will Diagnostic assessment will first be conducted in
understand the meaning and purpose of suffixes the form of a brief revision of last weeks topic
and be able to use the suffix ful to give new prefixes.
meaning to base words. Formative assessment will occur throughout the
ACARA: Know how to use common prefixes session in the form of discussion and
and suffixes, and generalisations for adding questioning.
a suffix to a base word (ACELA1827 - Summative assessment may occur upon
Scootle ) completion of the worksheet used during the
lesson to measure student understanding.
Preparation and Resources:
SmartBoard
Computer
Connection to Internet
Powerpoint on Prefixes and Suffixes
Grammar Online Game: http://www.funenglishgames.com/grammargames/prefixsuffix.html
Worksheet per student from Word by Word book
Sheet of root words to support part two of worksheet for students who require additional support

Beach ball with suffixes and prefixes written on it for extension task if entire class finishes ahead of
planned time.

Students will need:

Desks and chairs
Led Pencils/Pens for pen license holders
Erasers
Scissors

Timing: Learning Experiences:

10 mins Introduce Behavioural Expectations: Outline class rules
Introduction to topic: Begin with brief review of previous weeks prefix lesson on
Powerpoint
What is a prefix? Provide examples and discuss as a class
Introduce suffixes by asking if anyone knows what a suffix is, explain definition.
Use visual aid on PowerPoint to help consolidate understanding of the difference
between a prefix and a suffix, and the definition of a root word.

5 mins Play online game as a class, allowing students to come up to board for a turn.

5 mins Introduce focus suffix from worksheet.

Discuss meaning and provide example.

20 mins Hand out worksheet and read through it with students. Work through beginning of
section 1 as a class and then ask students to fill it out independently and move onto
sentences when they are done.
Move around room to provide additional support to students and to monitor progress.
 Review sentences with class by asking for students to read out their sentences to the
5 min class.
Collect worksheets

Early finisher extension task:

Ask students who have completed section 1 to move onto section 2, provide root word sheet and
demonstrate how students can cut out the words and match them on their desks to find words that
use the suffix ful, and then record these words on their work sheet.

Whole class extension activity:

If the entire class finishes worksheet earlier than expected, take them to outdoor area and play ball
game.
Students toss ball to each other in a circle, calling out the name of the person they are throwing to
before throwing. The student who catches the ball identifies the suffix or prefix that their left hand
lands on.
Questions that can be asked:
Identify the word part as a prefix or a suffix
Give the meaning of the prefix or suffix
Give an example of a word using the prefix or suffix
Put that word in a sentence

Once students have a turn they can sit down.

Differentiation:
Allow students to ask help from a friend
Partner students up
Provide plenty of processing time

Lesson Evaluation:
This lesson was very successful, the entire class was engaged by the use of the smartboard and
enjoyed the reference to toy story in the visual representation of prefix, root word, and suffix
placement. The class demonstrated their learning throughout the discussion and PowerPoint and
appeared to be having quite a lot of fun, especially when they were allowed to participate in the
game by coming up for a turn. The worksheet was appropriate for a range of abilities within the
class and encouraged participation from students with learning difficulties and enabled them to
experience success. The worksheet also engaged the students who are in the top ability group
within the class, as they were able to move onto the individual extension activity which provided
them with a challenge ensured that any early finishers were able to continue participating in the
lesson. After completing the lesson several students commented on how this lesson has helped
them with their homework and their spelling words. In the future I would like to modify my
behavioural management strategy, as I used a bell to call attention when the class got too noisy and
gave them a verbal reminder about the noise expectation, but as my mentor suggested, it would
have been beneficial at that point to provide an explicit consequence that aligned with the schools
approach to behavioural management such as putting a name on the board. By adjusting this
behavioural management strategy, I believe future lessons could be even more engaging and ensure
that I have full control over the class, reducing the need for interruptions to remind students of
behavioural expectations.