Running head: PREFIXES LESSON PLAN 1

Jason Stewart

Week 2: Signature Lesson Plan 1

TED 621B: Reading/Language Arts Methods

April 23, 2017

National University

Professor Wesley Sever

PREFIXES LESSON PLAN 2

Abstract

In this assignment, I will construct a lesson plan for this assignment that deals with phonics and

learning about common prefixes. This detailed lesson plans will begin with an introduction of

the lesson and then develop the students’ understanding of the learning objectives and outcome

through a variety of learning activities. The lesson plan design will be organized and explain

the rationale and reasoning behind the choices that were made to teach this lesson. The class

scenario chosen for this lesson plan is the third-grade one from options offered, which will

include a need for adaptations and accommodations to the lesson plan based on these concerns.

The criteria in this class scenario will be considered in the choices that are made to deliver an

effective phonics lesson plan on prefixes. The assignment will conclude with a refocusing of the

students’ lesson objective, connections, and metacognitive thinking to develop a full

understanding of the lesson covered.

Lesson Plan Design

Grade: 3rd Grade Lesson Topic: Phonics with Prefixes

Candidate’s Name: Jason Stewart

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),

rationale, focus learner, create bridges from past learning, behavior expectations)
The grade level and standard for this lesson Rationale:
is for 3rd grade and focuses on phonics and The reasoning for this lesson is for
word recognition. The standard is to identify students to understand what a prefix
and know the meaning of the most common is and how words with similar prefixes
prefixes and derivational suffixes. Use the are related. A prefix changes the
knowledge of these prefixes (un-, re-, pre-, meaning of a root word, but a prefix
bi-, mis-, and dis-) to determine the meaning cannot stand alone by itself as a word,
of words but a root word can.
Focus learner: Male, 10 years old, primary
home language is English & Spanish, views
self as non-reader, active, but not social,
uncooperative in groups, lower
PREFIXES LESSON PLAN 3

comprehension level, very quiet, no interest

in reading and writing
Focus learner: Female, 11 years old, primary
language is English, low-language skills-
autistic, enjoys books and pictures, has aide
and receives resource assistance

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)
As a result of this lesson, students will have Rationale:
more understanding and will: Helping students understand the
 Be able to identify words with common meaning of prefixes which will help
prefixes define new words when they connect
 Define the meaning of common them to root words.
prefixes and know that it changes the
meaning of the root word it is joined
with
 Know that prefixes cannot stand alone,
but root words can

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic
background, academic language abilities, content knowledge, cultural and health
considerations, interests and aspirations, physical development, social
development, emotional development. )
At the beginning of the lesson, the teacher Rationale:
will write words on the whiteboard and ask Understanding their prior knowledge
the students what these words have in of spelling words and putting different
common. The words written on the board will parts together. Some may remember
be: refill, replay, realign, and redesign. The the beginning of some words are
teacher will ask the class to read the words called prefixes.
out loud and then ask what the words have in
common. They should recognize that “re” is
at the beginning of these words.
PREFIXES LESSON PLAN 4

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet
the needs of ELL & special needs students, highly achieving students and low
achieving students)
Having the teacher work with ELL students Rationale:
and any lower level students to develop the As the two target students are
concept of prefixes. Working with one prefix struggling and other ELL students are
more in depth to fully grasp the concept of in the room, offering a variety of tools
finding the prefix and understanding the root and using visuals can help them
word and how the root word can stand alone understand the concept better and
as its own word, but a prefix cannot. Offering only focusing on one prefix will make
pictures and visuals to aid these students in it more comprehensible.
understanding the words and how the prefix
can alter the meaning.
The word selection can be more basic, such
as ‘redo’, ‘rewrite’, and replace, as students
will know the meaning of the root word and
can learn the prefix meaning put the two
meanings together to easily make sense of
the new word that was created.

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
Index cards- ones with prefixes written on Rationale:
them, ones with root words, and blank ones Using these tools will help engage the
for students to add their own root words later students throughout the lesson and
the assignment work in pairs, groups, and share their
thoughts in a classroom discussion
Whiteboards

Whiteboard markers

List of prefixes with their meaning

Picture cards and visuals to help define root

words and prefixes

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,

Demonstrate, Check for Understanding)
PREFIXES LESSON PLAN 5

Explain to students that a prefix is a group of Rationale:

letters that come before a root word. The
prefix will change the meaning of the root The teacher needs to provide explicit
word and make it a new word. Teacher will explanation of a prefix and root word
go back to the “re” words written on the by having them identify a list of
whiteboard, and show ‘refill’ and cover up ‘re’ words. Understanding that certain
and show there is ‘fill’, which is a word by words have similar beginnings, or
itself. Then the teacher will cover up ‘fill’ prefixes will help them realize these
leaving just ‘re’, which cannot stand alone as words have a connection. Making
a word. sure the class knows that prefixes
Next, the teacher will hold up a piece of change the meaning of the root word,
wrapped candy and ask if the student can but cannot stand alone as a word
see the candy. The students will not be able itself, but the root word is able to
to see the candy, and then will be asked why. stand alone without a prefix..
Students should reply by stating because it is
wrapped. Next the teacher will unwrap the
candy and ask the class what happened to
the candy. Students will respond with that it
was unwrapped. The teacher will identify the
‘un’ prefix and have students think of what it
means, looking at wrapped and unwrapped.
Have students write these two words,
wrapped and unwrapped on their small
whiteboards as you write it on the board for
all to see. Next provide students with the
word ‘cooked’, and have them discuss the
meaning, and then have them put ‘un’ in front
of it and ask how it changes the meaning.
The students will recognize how ‘un’ can
change the meaning since ‘un’ means ‘not’ or
‘opposite of’. Re-explain that words with
prefixes can stand alone without a prefix.
Some words may start with ‘un’ but may not
be considered a prefix since the root word
cannot be left alone. Provide students with
an example or two, such as ‘uncle’ and
‘unite’, cover up ‘un’ and ‘cle’ and ‘ite’ are not
words. Provide students with a list of
common prefixes and teach their meaning,
which are ‘re’, ‘in’, ‘im’, ‘dis’, ‘pre’, and ‘mis’.
Write examples and non-examples on the
whiteboard for students to recognize these
prefixes used correctly.

Check for Understanding:

PREFIXES LESSON PLAN 6

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)
Have premade cards with the common Rationale:
prefixes already labeled on them and divide
class into small groups. Additionally, provide Working in a variety of methods, such
groups with a small list of root words. Have as individually, partner, and group
one student in the group pick a root word and help students socially engage in
another pick a prefix, and have group decide conversation to broaden their
if they have created a new word and see if knowledge and discussion of this
they can define this. Have one student in the topic. Hearing other students give
group write down a list of what words they their feedback and understanding can
created that they think are words and a list enlighten the students as well.
that are not words. Root words that are
provided can include; ‘place’, ‘agree’,
‘connect’, and ‘fix’. Have students that are
comfortable think of a new root word and see
what prefix it would go with. Each student
should be taking a turn choosing a prefix and
a root word and deciding if it is a new word.
Teacher should peruse around to each group
to ensure all are participating and
understanding the words being made.
Having students recognize the similarities
that the new words have with the same
prefix.

Check for Understanding:

Ask each group to share a new word that

they created with the class and make a list for
each prefix list of words that are made. After
completing asking students to define each
column of prefix list, and see how each
definition is similar since it uses the prefix
meaning and then the root word.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Students will be provided the common Rationale:
prefixes and asked to engage their mind to
PREFIXES LESSON PLAN 7

come up with as many new words that they
can think of. Have students look around the
room and use textbooks to help them look for
words that can be root words and have
prefixes added to them to create new words.
Have students define the words, knowing the
definition of the prefixes and their prior
knowledge of the root words.
Critical thinking and brainstorming for
words can open up the students to
thinking about the meaning of the
prefix and finding various root words
that can go with it to create these new
words.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate
the students’ learning. Describe differentiating assessment strategies you will
use for ELL, special needs students, highly achieving students and low achieving
students.)
Review and assess the list of words that the Rationale:
students came up with on their own to ensure Students that can demonstrate their
they understand the proper usage of prefixes words with proper prefixes and
and how they must be added to a root word, meaning will be evaluated as having
a word that can stand alone, and that some achieved an understanding of the
prefixes may not work with some root words. lesson, those that have most of the
words correctly figured out will need a
refresh but for the most part
understand the prefix concept, and
those that have low achieving results
will need to be reevaluated and
worked on together with the teacher
in the next literacy lesson to grasp the
prefix lesson.

10. Closure: (Describe how students will reflect on what they have learned.)
Ask each student to think of their favorite Rationale:
word they created and write it on their Students able to share their words
whiteboard. Have all students hold up their and explain their prefix will close with
whiteboards that have the ‘un’ prefix, and a strong understanding. Students that
continue until all prefixes are gone through. struggle to share can be aided in their
Reflect that each set of words with a certain explanation and can work in a group
prefix will have a common partial meaning during the next session to refresh the
since the prefix has its own meaning by itself, prefix lesson.
but transforms a root word that it is added to.
PREFIXES LESSON PLAN 8

Reference

California Department of Education. (n.d.). Retrieved April 22, 2017, from

http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#search=english%20language
%20arts%20california%20standards&view=FitH&pagemode=none.