FORMAL LESSON TWO
Grade/Subject: 4th/ Prefixes
Type of Setting: P.S. 86
Date of Lesson: 12/01/2010
1. Purpose/Essential Questions:
1) What is a prefix?
2) What is the meaning of the prefix “re?”
3) What is the meaning of the prefix “un?”
4) What is the meaning of the prefix “pre?”
5) What words go with certain prefixes?
6) What prefixes go with certain words?
2. Vocabulary:
a) Prefix: a word part that comes at the beginning of a word. b) “re”: again, back
c) “un”: not
d) “pre”: before
3. Skills:
a) To be able to define words
b) To be able to play the Jeopardy game and use the white board
4. Objectives:
· Students will be able to briefly describe what a prefix is
· Students will be able to explain how to identify a prefix
· Students will be able to explain how a prefix changes the meaning of a word.
· Students will be able to identify the meaning of words with prefixes
5. New York City Performance Standards:
E3. Speaking, Listening, and Viewing
The student participates in group meetings, in which the student:
6. Pre-Assessment:
· Students have knowledge of base words
7. Lesson Presentation:
A. Set Induction: I am going to introduce the lesson by asking the students to raise their hands if they went on the field trip to Green Meadow Farms with the class. Ask them what were some things they had to do before they went on the field trip? Tell them that they had to pay in advance in order to go on the trip. Say: all of the students who went prepaid for the trip, or paid before hand. Write this word on chart paper. Ask them to tell me what prepaid means. Split the word in half and tell the students that if you paid for the trip when you got to the farm, then you paid upfront, and not in advance. But since you all paid before you got to the farm, you prepaid for the trip. Tell them that the word “pre” means before. Tell them that this is a prefix, or a word part that comes at the beginning of a word.
B. Procedure:
1. Tell students we are going to learn about prefixes.
2. Introduce the vocabulary word to them, and have one of the students read it. (Write on chart paper)
3. Tell the students that prefixes are very useful because if we know how to identify them and their meaning, we can learn the meaning of the new word and improve our vocabulary.
4. Tell the students that we are going to be learning about three different prefixes.
5.Introduce the prefixes, “re”, “un”, and “pre.”
6. Tell the students that these prefixes all have a meaning.
7. Introduce the meaning of the prefixes to the students. Have this written on chart paper before hand.
8. Tell them that when you add these prefixes to a word, it gives that word a new meaning.
9. Give an example: write the word read on the board. Then, tell them you are going to add the prefix “re” to the word read. Tell the students that you have just made a new word, reread. Tell them the definition of the word read, and then tell them the new meaning of the word reread.
10. After you have modeled this, ask the student to give you an action word. Write this word on the board and ask them to define it. Then, tell them to add the prefix “re” to the word and ask them to give you the new meaning of the word.
11. Do the same thing for the other two prefixes:
For the prefix “un”, write the word popular on the board, define it, add the prefix, and then define it again. Then, have the student’s try one on their own.
12. Since we already did an example of the prefix “pre” when we activated prior knowledge, go right into having the student’s give you one of their own examples.
13. I am going to write a few words on index cards, and have the students tell me the appropriate prefix for that word. I will also have a few index cards with only the prefix written down, and the students will have to come up with a word that goes with that prefix. Make a chart, and write the words in the appropriate column in the chart.
14. While you do this, have the students define the prefixes and the words.
C. Closure:I will review the lesson by having them explain to me what a prefix is. Then I will have them remind me what three prefixes we learned, and to also give me their meaning.
8. Follow-Up Activity:I will play a Prefix Jeopardy game with the students. They will be put in groups and given team names. Each student in the group will be given a white-board. One person from the group will pick a question. All of the students will have to write down their answers on the white board. One person from each group puts up that groups final answer and holds it up after the teacher gives them a few minutes to think about the answer. The questions will be multiple choice.
9. Evaluation/Assessment:Students will be assessed based on their answers and definitions given to me during the lesson, as well as during the Jeopardy game.
10. Differentiated:
a. Verbal/Linguistic: The students are going to be verbally explaining the meaning of prefixes and what happens to the word meaning of the word when the prefix is added.
b. Intrapersonal: The students are going to display a sense of independence because they will be telling me which words go with prefixes and vice versa.
c. Visual/Spatial: The students will think about words that go with prefixes and vice versa.
d. Bodily/Kinesthetic: Hands on learning will be applied by students writing their answers down on the white board.
e. Interpersonal: Students will be cooperating with each other because they will be playing a game in groups.
11. Materials:
· Chart Paper
· Jeopardy game
· White boards
· Index Cards
· Dry Erase Markers
12. Resources:
· NYC Performance Standards
Type of Setting: P.S. 86
Date of Lesson: 12/01/2010
1. Purpose/Essential Questions:
1) What is a prefix?
2) What is the meaning of the prefix “re?”
3) What is the meaning of the prefix “un?”
4) What is the meaning of the prefix “pre?”
5) What words go with certain prefixes?
6) What prefixes go with certain words?
2. Vocabulary:
a) Prefix: a word part that comes at the beginning of a word. b) “re”: again, back
c) “un”: not
d) “pre”: before
3. Skills:
a) To be able to define words
b) To be able to play the Jeopardy game and use the white board
4. Objectives:
· Students will be able to briefly describe what a prefix is
· Students will be able to explain how to identify a prefix
· Students will be able to explain how a prefix changes the meaning of a word.
· Students will be able to identify the meaning of words with prefixes
5. New York City Performance Standards:
E3. Speaking, Listening, and Viewing
The student participates in group meetings, in which the student:
- displays appropriate turn-taking behaviors;
- actively solicits another person’s comment or opinion;
- offers own opinion forcefully without dominating;
- responds appropriately to comments and questions;
- volunteers contributions and responds when directly solicited by teacher or discussion leader;
- gives reasons in support of opinions expressed;
- clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
6. Pre-Assessment:
· Students have knowledge of base words
7. Lesson Presentation:
A. Set Induction: I am going to introduce the lesson by asking the students to raise their hands if they went on the field trip to Green Meadow Farms with the class. Ask them what were some things they had to do before they went on the field trip? Tell them that they had to pay in advance in order to go on the trip. Say: all of the students who went prepaid for the trip, or paid before hand. Write this word on chart paper. Ask them to tell me what prepaid means. Split the word in half and tell the students that if you paid for the trip when you got to the farm, then you paid upfront, and not in advance. But since you all paid before you got to the farm, you prepaid for the trip. Tell them that the word “pre” means before. Tell them that this is a prefix, or a word part that comes at the beginning of a word.
B. Procedure:
1. Tell students we are going to learn about prefixes.
3. Tell the students that prefixes are very useful because if we know how to identify them and their meaning, we can learn the meaning of the new word and improve our vocabulary.
4. Tell the students that we are going to be learning about three different prefixes.
5.Introduce the prefixes, “re”, “un”, and “pre.”
6. Tell the students that these prefixes all have a meaning.
7. Introduce the meaning of the prefixes to the students. Have this written on chart paper before hand.
8. Tell them that when you add these prefixes to a word, it gives that word a new meaning.
9. Give an example: write the word read on the board. Then, tell them you are going to add the prefix “re” to the word read. Tell the students that you have just made a new word, reread. Tell them the definition of the word read, and then tell them the new meaning of the word reread.
10. After you have modeled this, ask the student to give you an action word. Write this word on the board and ask them to define it. Then, tell them to add the prefix “re” to the word and ask them to give you the new meaning of the word.
11. Do the same thing for the other two prefixes:
For the prefix “un”, write the word popular on the board, define it, add the prefix, and then define it again. Then, have the student’s try one on their own.
12. Since we already did an example of the prefix “pre” when we activated prior knowledge, go right into having the student’s give you one of their own examples.
13. I am going to write a few words on index cards, and have the students tell me the appropriate prefix for that word. I will also have a few index cards with only the prefix written down, and the students will have to come up with a word that goes with that prefix. Make a chart, and write the words in the appropriate column in the chart.
14. While you do this, have the students define the prefixes and the words.
C. Closure:I will review the lesson by having them explain to me what a prefix is. Then I will have them remind me what three prefixes we learned, and to also give me their meaning.
8. Follow-Up Activity:I will play a Prefix Jeopardy game with the students. They will be put in groups and given team names. Each student in the group will be given a white-board. One person from the group will pick a question. All of the students will have to write down their answers on the white board. One person from each group puts up that groups final answer and holds it up after the teacher gives them a few minutes to think about the answer. The questions will be multiple choice.
9. Evaluation/Assessment:Students will be assessed based on their answers and definitions given to me during the lesson, as well as during the Jeopardy game.
10. Differentiated:
a. Verbal/Linguistic: The students are going to be verbally explaining the meaning of prefixes and what happens to the word meaning of the word when the prefix is added.
b. Intrapersonal: The students are going to display a sense of independence because they will be telling me which words go with prefixes and vice versa.
c. Visual/Spatial: The students will think about words that go with prefixes and vice versa.
d. Bodily/Kinesthetic: Hands on learning will be applied by students writing their answers down on the white board.
e. Interpersonal: Students will be cooperating with each other because they will be playing a game in groups.
11. Materials:
· Chart Paper
· Jeopardy game
· White boards
· Index Cards
· Dry Erase Markers
12. Resources:
· NYC Performance Standards
