4 - Morph House
Objective:
By the end of the lesson each student will be able to form new words from a base word by adding affixes.
Standard Reference: R1C4Vocabulary PO 1. Identify simple prefixes (e.g., un-, re-) to determine the meaning of words.PO 2. Use knowledge of
simple prefixes (e.g., un-, re-) to determine the meaning of words.
ELP Standards Vocabulary: The student will demonstrate knowledge of vocabulary by:
PE-7: identifying the
base/roots and
affixes (prefixes and
suffixes) of known
words with
instructional support.
(math, science, social studies)
E-7: distinguishing
base/root words and
affixes (prefixes and
suffixes) to determine the
meaning of known gradelevel content words, with
instructional support.
(math, science, social studies)
B-7: using knowledge
of base/root words
and affixes (prefixes
and suffixes) to
determine the
meaning of known
grade-level content
words.
LI-7: using knowledge of
base/root words and
affixes (prefixes and
suffixes) to determine the
meaning of unknown
grade-level content words
with instructional support.
(math, science, social studies)
HI-7: using knowledge
of base/root words and
affixes (prefixes and
suffixes) to determine
the meaning of
unknown grade-level
content words.
(math, science, social studies)
(math, science, social studies)
Rationale for Lesson Based Upon Student Data:
Students need to understand that affixes change the meaning of the word and the part of speech.
Content
Standards and Objectives
Teacher Behavior
Presenting Instructional Content
Prior to instruction, teacher will prepare a chart with
prefixes and suffixes listed in columns and
determine a student friendly definition and which
affixes would be appropriate for the base word being
taught.
The word should be recorded on a morph house
chart.
Student Behavior
Activities and Materials
Assessment
Academic Feedback
Pronounce and define a
base word orally.
Introduce the base word and a student friendly
definition. Use TPR with the word and definition if
possible.
Student repeat the word
and definition to a partner
and chorally as a group.
Partner and group
response
Morph House chart
Produce a list of
Refer to the prefixes and suffix chart. Think, Pair
appropriate affixes for a Share: Ask the students to think which prefixes and
base word orally.
suffixes might work with the base word.
Share with a partner. Call on several to provide
answers. Record prefixes and suffixes on the chart.
Add any additional the students might have missed.
Share ideas with a partner
and the group when called
upon.
Always require students
answer in a complete
sentence.
Partner and group
response
Combine an affix with
a base word to form a
new word.
Instructional sequence:
1. Indicate the first affix in the list.
2. Ask the students to share the word with the
partner.
3. Call on a student to share the word.
4. Ask the group to repeat the new word.
5. Call on a student to answer.
Student partner and choral
response.
Always require students
answer in a complete
sentence.
Partner and group
response
Define the word+base
word orally
1. Ask the students to share what the new
words means to a partner.
2. Select a student to share his/her definition.
Student partner and choral
response.
Always require students
answer in a complete
sentence.
Partner and group
response
Compose a sentence
with the new word
orally.
1. Ask the students to make a sentence with the
new word with a partner.
2. Select a student to share his/her sentence.
3. Ask the group to read the sentence chorally
Student partner and choral
response.
Always require students
answer in a complete
sentence.
Partner and group
response
Determine the part of
speech orally




Underline the word in the sentence.
Ask the students to share with a partner the
part of speech for the underlined word.
Call on a student to share the part of speech.
Record the part of speech on the chart by the
sentence.
Repeat the instructional sequence above with each
affix.
Student partner and choral
response.
Always require students
answer in a complete
sentence.
Partner and group
response