LESSON PLAN TEMPLATE:
LESLEY UNIVERSITY SCHOOL OF EDUCATION
LESSON TITLE:
Get to the Root!
Teacher’s Name: Kelly Barry
Date: August 30, 2009
BACKGROUND
Brief Description of Group to be taught: 3rdGrade, 24 Students, varying achievement levels,
student are proficient in reading, 2 students on IEP's.
Overall Purpose of this lesson: Include subject area.
Introduction lesson to common prefixes, suffixes, and root words
Relationship of this lesson to curriculum/theme:
First Lesson
LESSON
Massachusetts Curriculum Frameworks Strand and Learning Standard(s):
Language: General Standard 4: Vocabulary and Concept Development. Grades 3-4.
Pg.15
4.9: Identify the meaning of common prefixes
4.10: Identify the meaning of common Greek and Latin roots to determine the meaning
of unfamiliar words.
Behavioral Objectives/Learning Outcomes for students:
Students will be able to:
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Identify the meaning of common prefixes, suffixes, and root words through
discussion and note taking.
Identify what a prefix, suffix, and root word is.
Name the three basic parts of a word.
Break up a word into the appropriate columns: prefixes, suffixes, and root words.
Materials: (Please attach any handouts to lesson plan):
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List of common prefix, suffix, and root words, with their meanings (for student note
taking and discussion).
Scissors
Glue
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Construction paper
Prefixes, Suffixes, and Roots Headers (for students to glue on construction paper).
List of twenty words that contain common prefixes, roots, and suffixes for students
to separate according to their word part and glue in the appropriate column
(attached).
Procedures: Instructional Practice:
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Ask students if they are familiar with prefixes, suffixes, and root words.
Encourage students to share their experiences with prefixes, suffixes, and root
words.
Ask students of they know what the three parts of a word are called?
Ask students to take out their writing journals/notebooks.
Define what a prefix, suffix, and root word is on chart paper or a white board. Have
students’ copy down the definitions.
Make a list of common prefixes, suffixes, and root words.
Define what those common word parts mean.
Have students’ copy down those meanings in their writing notebooks/journals.
Write some words on the board, and then have students identify what the prefixes,
suffixes, and root words are by coming to the board. (Examples: automobile,
microscope, scientist, manageable, produce, autograph, etc.) Distribute the Prefixes,
Suffixes, and Root Word header sheet along with the list of twenty words. Also hand
out scissors, glue, and construction paper.
Ask student to work in partners and break up those twenty words into their correct
parts. Have the students cut and paste the prefixes, suffixes, and root words under
the appropriate header.
Students are assessed on completing the activity and placing the word parts under
the correct heading.
Have student check their work to make sure every word has a prefix, suffix, or root
word.
Encourage students to assess their work by making sure it is completed and having a
partner check it. Give time for discussion and feedback.
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Motivational techniques: (Activators): What have you built in that is going to grab their interest?
Being able to work in pairs and doing a hands-on activity.
Wrap up (Summarizers):
Ask students to make a list of ten new words that we haven’t talked about or seen, that
contains a root word and a prefix or suffix.
Assessment: (Evaluation of Behavioral Objectives/Learning Outcomes)
Assess the students’ ability to identify word parts, such as prefixes, suffixes, and root words.
Given a list of words, students cut out and correctly place word parts in the appropriate
columns: prefixes, suffixes, and root words. Provide additional instruction to students who
are struggling.
Word
Clear focused objectives
Complete procedure:
 direct instruction
 guided practice
 independent practice/assessment
 enough instruction and support is
provided for student success
Assessment:
 measures objectives
 Clear criteria
 It can clearly be used to determine
whether or not a student has been
successful or is in need of further
instruction.
Creativity/originality
(6 points per lesson)
1
2
.5
1
2
1
1
1