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488 Lesson Plan 4

Jessica Ann Hatcher

Context:
Date and time for which lesson will be taught: Monday, 24 April 2017
Course name: Standard Level English Language Arts
Grade level: Seventh
Length of lesson: 55 mins
Description of setting, students, and curriculum and any other important contextual
characteristics: This lesson takes place at a county middle school. Both blocks have seventeen
students of varying readiness levels and backgrounds.

Essential Question
- What are words made of?

Objectives: SWBAT
1. Understand that words are made of parts. (Cognitive)
a. Know that prefixes are an affix that comes at the beginning of the word.
(Cognitive)
b. Know that suffixes are an affix that comes at the end of the word. (Cognitive)
c. Know that base words are words with no affixes that can be understood on its
own. (Cognitive)
2. Know that affixes are morphemes attached to a base word which change the meaning or
form of that word. (Cognitive)
3. Value teamwork and cooperation. (Affective)
4. Be able to identify a words base and affix(es). (Performative)

SOLs:
- 7.4a) Identify word origins and derivations.
- 7.4b) U se roots, cognates, affixes, s ynonyms, and antonyms to expand vocabulary.

CCSS:
- CCSS.ELA-LITERACY.RF.5.3: Know and apply grade-level phonics and word analysis
skills in decoding words.
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Assessment
- Word part sort (1, 2) (Diagnostic)
At the beginning of class the students will have an envelope of different word parts (base words,
prefixes, and suffixes). Each word part will be assigned a different color. The students will be
asked to make as many words with the word parts as possible as a team. Words that use two
colors will be given one point. Words that use three colors will be given two points. Words that
use more than three parts will be given three points. The points will be totaled and added to the
team points. The winning teams points will be added to the classs points.

- Group Guided Practice Handouts (2, 3) (Formative)

During the guided practice portion of the lesson the students will visualize the words and how
the word parts will change the meaning of the base words on a handout. They will each have an
individual handout but will be allowed to talk about their work as a group. This handout will show
whether or not they understand how different prefixes change the meaning of the base word,
therefore showing that they know that affixes change the meaning of the word.

- Exit Ticket (Formative) (1, 4) (Formative)

At the end of the class the students will complete an exit ticket. This exit ticket will give them a
word with a prefix and suffix and ask them to circle the prefix, underline the base word, and box
the suffix. This will show that they understand that words have parts and can identify what those
parts are.

Materials Needed
- Projector and document camera
- Laptop
- Google slides document
(https://docs.google.com/presentation/d/1fEeJKqskqDFC0wbL9OiMCVsqnrVRq__ZFhq
MF4VxuMg/edit?usp=sharing)
- Envelopes with word parts for word creation activity. (Word Parts Document:
https://docs.google.com/document/d/1ftsuv6wLJqL9ZpzJjAEOdbWaHZSwnXmf9BHq60
dISak/edit?usp=sharing)
- Index cards.
- Guided Practice Handout
(https://docs.google.com/document/d/1aP3TFnv_v9WlftZzSB6CnJqln-ClyjZZccghLJ7rjW
w/edit?usp=sharing)
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Procedures
Beginning Room Arrangement: The students will be sitting at tables formed by their desks.
The students will be sitting in teams of three to five students. The students will know their team
when they come in by looking at the map on the powerpoint
(https://docs.google.com/presentation/d/1fEeJKqskqDFC0wbL9OiMCVsqnrVRq__ZFhqMF4Vxu
Mg/edit?usp=sharing) and by the name tents on each table. At each desk there will be an
envelope with the word sort, one for every student.

Greet Students (5)

- As the students enter the door I will greet them by name and ask them to sit at a table
with the other people in their group. The groups will be posted on the board and I will
make name tents to help students find their way to their table.
- Once all of the students have entered the room I will either wait while my mentor teacher
instructs them or I will jump into the lesson, depending on her preference.
- When it is time for me to begin my portion of the lesson I will move to the front of the
room and give the students their instructions for the word sort.

Hook: Word Sort (10)

- Hello team! I am so glad that I get to spend this wonderful afternoon with you guys!
- Last time I was here I saw an essential question on the board that said How can I crush
quarter four. I know that that has been on all of your minds and that you are all ready
and able to give quarter four your best effort!
- I like to think of the school year as a sports tournament. Now, you guys know that Im
terrible at sports, but I do know that theres lots of practices before a big game. And now
as were getting closer and closer to the big game we have to start giving our all to our
practices.
- So lets get started!
- You should notice that you are sitting with a group of people. Shake hands with the
people around you!
- These are your teams for the rest of the class!
- You are going to be working together to earn points as a team.
- At the end of the class Im going to take the team that has the largest number of points
and add their points to the class points score!
- Guys, this is an opportunity for you to add a whole lot of points to your class points!
- The students will have a few seconds to shake hands with your teammates.
- On your table you will see an envelope for each of team. In that envelope there are
some word parts. I want you to take three minutes and see how many words you can
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make from those word parts as a team! Go ahead and open your envelops but dont start
sorting yet!
- The students will open up their envelops.
- You should notice that the word parts have three different colors.
- Here are some ground rules for our word sorts:
- You cannot get any points for using one color
- You can get one point for using two colors
- And you can get two points for using three colors
- And you can get three points if you manage to get more than three cards in a
word!
- It might help to take out a blank piece of paper so that you can write down words
as you come up with them and how many points each word is worth.
- Go ahead and take out a piece of paper now and decide as a team who is in
charge of writing down words and keeping up with points.
- I will be circulating the room to check on your words and to answer any
questions.
- At the end of the game all of your points go towards your team's collective points!
- These rules are up on the board if you forget them.
- I will have turned the slide to the Word Sort Slide so that the students can refer
to it as needed.
- Now, Lets get started! You have three minutes to make as many words as possible!

- The students will have three minutes or so to sort their words. I will be circulating the
room to see that they are actually sorting the words and giving themselves points fairly
and to answer questions and motivate students who are uninterested in the word sort
game.
- I will have set a timer on my phone to keep myself on track. When the timer goes off I
will evaluate whether or not the students need and/or want more time. If they do than I
will add another two minutes to the timer. I will tell the students that they have additional
time, and then I will continue to circulate the room.
- When the students are done sorting their words I will ask them to total their points and
send a representative to the board to write their teams points on the board.

Minilesson: Word Parts (10) [20]

- Okay guys! Great work! It looks like were going to have a tight contest! Now, I want you
to take a look at your words. What did you notice about them? What colors tended to
come first? What colors tended to come last? Turn to your group and talk about the
patterns that you noticed. You have a minute and a half.
- The students will have about two minutes to talk with their groups about what patterns
they noticed in their word sorts. They should notice that pink word parts come first, blue
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word parts are whole words by themselves (or base words) and that green words tend to
come last.
- During this time I will circulate. I will start with the group that got the fewest points in the
word sort game to assess who is having trouble sorting their words. Once Ive
conferenced with that group I will move on. I expect that my mentor teacher and her
co-teacher will likely talk to other groups, so I am not concerned with conferencing with
every group.

- When the students are done talking in their group we will come back together as a class
and talk about what they noticed.
- I will leave presentation mode on Google slides so that I can record the students
responses on the slides where they can see them.

- Great work you guys! You noticed quite a few patterns in the words!
- Now, some of you might have noticed that our essential question for the day is What are
words made of? Turn and talk to your neighbor about what you might think that means.
You have thirty seconds!
- I would give the students about thirty seconds to talk to their neighbor about what they
think the essential question means. I will circulate during this time.

- When the thirty seconds are up I will bring the students attention back to the front of the
class.
- So, what do you think words are made of?
- I expect that the students might say something like letters or maybe even sounds a
few students in each class might even know that words have prefixes and suffixes.

- Excellent work you guys!

- The following minilesson will be partially dependent on what the students have already
said about word parts.
- In google slides I have slides for base words/root words and affixes. We will go through
each slide together and I will ask them to give me examples of each kind of word based
on the words that they came up with in the word sort game and on the word sort cards.

Guided Practice: Analyzing Word Parts (15) [35]

- Now, at your table there are four or five different handout
(https://docs.google.com/document/d/1aP3TFnv_v9WlftZzSB6CnJqln-ClyjZZccghLJ7rjW
w/edit?usp=sharing). I would like everyone in your team to grab one.
- By the way, theyre all different, but thats okay.
- It just so happens that I also have one of these handouts.
- I will model how to attack this handout with the students.
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- The first task on the handout is to analyze the words by dividing them into their
parts. If they need help with this they can consult the word sort cards that are still
at their group stations.
- The second task is to use the word in a sentence.
- A third task is to write about how all three words are connected.

- The students will have ten minutes to work on this handout. They are allowed to consult
their group members if theyre confused, but the expectation is that theyre working.
- During this time I will be circulating to make myself available to conference and answer
questions.

Word Parts Game (15) [50]

- Thank you guys for working so hard on that handout! Now we get to have a little bit of
fun!
- So, I have a hunch that a few of you really like basketball? No? No one here likes
basketball at all? Oh, thats too bad, because I have this great basketball vocab game?
Oh well. Oh, so you DO like basketbal! Well, thats good!
- I will then explain the rules of the game:
- Each team will take turns answering questions. If they get the question right they
get a point and get to try and make a basket. If they make the basket than they
get another point.

- The questions are posted on the slides and each group will take turns answering a
question. The students will be expected to talk about their answer as a group and come
to a consensus.

Closure: Exit Ticket (5) [55]

At the end of the class the students will be given index cards and asked to analyze a word by
circling the prefix, underlining the root word, and boxing the suffix.