TEAM Lesson Plan Template
Teacher: Monica Hayes
Class: Fourth Grade Reading
Course Unit: 6.3
Lesson Title: Word Masters-roots
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem,
or community link.
The students have written their spelling words 2 times and begun circling vowels and splitting
words between syllables as morning work. To start the lesson, we go over just a few of the words,
discussing where they would need to be split and why. Then, the class will turn their attention to
our word masters powerpoint. As a whole group, we look at five word stems (roots-aqua, bell,
cise, cap, and audi), using pictures, word part definition, and examples to discuss what type of
word part (root, prefix, or suffix) and their use. After we have discussed all five word parts as a
whole group, each table (heterogeneous grouping) will be given an ipad and a word that they
must find in the room (aquamarine, antebellum, capture, audio visual, and incision) and research
with the dictionary app to find the meaning, already knowing the word part that has been
discussed. Once they have done this, they begin planning how they will show this word, with all of
its parts, as a piece of our whole class mural. While the group is waiting for their turn to add to the
mural, they work together to break apart example words with each of the five stems and write a
sentence/draw a sketch of the words. When each group comes to the mural for their timed three
minutes, they are to work together to add to the mural with art that shows their word meaning. As
a closing/ticket out, the students complete quick quiz where they match the word stems to their
meanings, give examples of words using each stem, and draw a picture using as many as possible.
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
I can use syllables, phonics, and morphology to decode unfamiliar words in and out of context
OBJECTIVE
Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly
I can use syllables and word stems to help me decode new, unfamiliar words.
I can break words apart using syllables and word stems and show the meaning in writing/art.
ASSESSMENT/EVALUATION
Students show evidence of proficiency through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
Whole Group Discussion/ Notes on Word Stems- Formative
Breaking Apart, Sentences, and Sketches of Five Word Stems- Formative
Mural- Formative
Quiz- Summative
MATERIALS
Aligned with the Lesson Objective
Rigorous & Relevant
 Spelling and Word Masters Notes Sheet
 Group Role Cards
 PowerPoint Presentation
 iPads (dictionary app)
 Break Apart/Sentence and Sketch Paper
 Chart Paper
 Paint, Brushes, Cups, Plates
 Quiz
Motivator/Hook
ACTIVATING STRATEGY
An Essential Question encourages students to put forth more effort when faced
with a complex, open-ended, challenging, meaningful and authentic questions.

How might you use what we know about syllable and word parts to decode new, unfamiliar
words?
Step-by-Step Procedures-Sequence
INSTRUCTION
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
I Do:



The teacher connects the objectives and activity to our reading and decoding words.
Then, the teacher leads the class in syllabication of the spelling list.
She will then introduce the five word parts, giving information such as meaning, word part,
and examples.
GUIDED & INDEPENDENT
PRACTICE
“We Do”-“You Do”
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
We Do:


The class splits into groups to find their word, break it apart, and research the meaning.
They will then use their research to add to a class mural with a picture showing the word’s
meaning.
You Do:


With the table group, students will break apart words using all five stems.
They will also write sentences and draw sketches with each word stem.
CLOSURE
Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

At the end of the lesson, students will complete a quiz that functions as a quick check of
understanding.
CROSS-CURRICULAR
CONNECTIONS
Reading
Art
Writing
Speaking/Listening
NOTES:
The groups are heterogeneous, and role cards (Understanding Coordinator, Creative Coach, Research
Representative, and Materials Manager) are given intentionally to provide success for all students.