Intern Name: Brynn Brazukas

Lesson Title (Subject/Topic): Suffixes

Grade: 2nd
Length of Lesson:
Date Taught: March 25th, 2020
LESSON PLAN TEMPLATE
In this lesson…​ The students will learn what a suffix is with examples and
definitions. Then demonstrate their knowledge with the activity given. For the
Activity, they will use the examples of the videos that I send out of the base
words vs. the base words with the suffixes on them that I include in my video.
After they watch them, They will pick 2 words that can have a suffix added on
Overview to them, and make videos of them demonstrating them exactly like I did. After
they will use a box chart and find 2 words in a book or any piece of literature
and write them down in their base form and the added prefix form. I created
many sheets of paper explaining exactly what I am saying out loud, this will
help the visual learners remember things better.
Standards of Understanding and using suffixes to expand vocabulary 6.4, 7.4, 8.4
Learning
What is a suffix, how do they change a word's meaning, and how are they used
in our daily lives?
Essential Questions

Students will be able to… Define, demonstrate and find a word with a suffix
at home and in a book of their choice using given knowledge taught in class
Objectives and at home.

The students will learn what a suffix is, along with the most used suffix endings.
They will also learn where to add them on to what kind of words and when.
Learning Target They will use their creativity to come up with new words with suffixes on their
own and fins a way to perform them or simply sound them out.
How to read simple words like run and runner
Necessary Prior How to use a video camera
Knowledge How to submit a picture or video on schoology
How to use their given chromebooks
Chromebook
lots of creativity using actions or objects from home!
Materials pencil
paper
book of choice (could be online with given website)
I will use my paper slides I have created to introduce that the lesson will be
Introduction/Hook about suffixes. I will define what a suffix is, using a chart that includes
examples of the following words: Berry, Baby, Run, Adore. Then using the
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 chart with those words in it, I will explain how the suffix gets added on to the
end. This will change the words to: Berries, Babyish, Runner, Adorable. Since
a suffix can change a word's meaning, I will use the words run and runner to
explain how adding a suffix can make the word not just sound, but mean
something different. Lastly for the hook, I will show them and sound out the
three most common suffixes that are used. These include, ed, es, and ing. Total
time if in class- 5 minutes.
Here is where the fun begins!
After the introduction where a suffix is introduced, defined, and thoroughly
taught with examples. I made four videos, each with one word in the base word
form and the base word with the suffix form. The videos will be of me at home
physically demonstrating each word. For example, the word "run" will be me
actually running, but the word "runner" will just be me because ​I ​am the runner.
Instructional The kids will have fun watching these goofy videos but also learning how
Activities & suffixes can make the words change meanings. They will then use their
Strategies creativity to make two or however many they want of videos of their own. They
can pick any two words and perform the actions of the base and suffix word.
Afterwards, they can send it to their teacher through schoology. This activity is
not only a great way to keep the students learning at home, but to possibly
create fun for them and the whole family. They can go outside and have fun
while still keeping school work in mind! Total time if in class- 30 minutes.

suffix
base word
vocabulary
Key Vocabulary or adore
Concepts run
teach
baby
berry
Assessments none (not in classroom because of quarantine)
The students will be given a "homework" assignment. First, they will get a
blank sheet of paper and create a box with a vertical like and a horizontal line
going down the middle to create four equal boxes. The left two boxes will
represent the base word and the right two boxes will represent the base word
Closure Activity with the suffix. They will find two words in a book of choice or any type of
literature and write the base version and the suffix version. This makes the
children think about how the word transforms both ways (from base word to
suffix version or nice versa). They will then take a picture of it and send it to
their teacher with their chromebook. Total time if in class- 30 minutes.
Potential help from a parent or guardian
Online way for student to ask questions (schoology or email)
Accommodations If a student does not have a book- go online to clever and log in for given
reading apps.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 https://blog.allaboutlearningpress.com/suffixes/
Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:
Lesson Title (Subecjt/Topc):
Date of Lesson Taught:
Cooperating Teacher & School
Grade:
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
- I started with communicating with my teacher about what topic would be best to teach the students about,
she told me anything with literature, suffixes, or prefixes. I chose suffixes because I had a super fun idea that
any student could perform from home.

2. How did the SOLs and Objectives help focus your instruction?
- I looked at what the kind needed to learn and how they needed to learn them. I used this methodology to help
incorporate my lesson. First introducing, defining and explaining. Then, giving them a shot to try and show their
knowledge. Then giving them tasks to work on at home to keep it fresh in their mind.

3. What parts of the instructional plan worked as you anticipated?

-The part of the lesson where I made videos of each word went exactly how I planned and came together in a
perfect video.

4. What, if any, adjustments needed to be made once you began?

-I have originally printed out many sheets of paper saying exactly what I was going to teach out loud but I only
ended up using half of them. As I was filming the lesson, I decided to just put the papers down and explain
things my own way off my head instead of repeating what I had written down. I did use some of the papers that
were needed so the students could read the words and endings to see what they looked like. This helps the
visual learners remember things better.

5. How well did you anticipate the materials needed?

- I had all of the materials I needed, typed up all of my teaching points, and had help from my family to film the
videos.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
If I was in the classroom, I would have given the students four words and they would have to write down 5 base
words, and the students would have to circle which ending would go best with each word. If they got any
wrong, we would go over each one the students missed in class so no child is left behind.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
-I was sadly not allowed to be there with the students as they performed their activity, but I can only imagine
they will be excited to hear from me and have fun.

8. How did the time spent preparing for your lesson contribute to it’s success?
It took me about 3 hours total to prepare and create this lesson and I believe it was a huge success because it
brings a little light to these sad times and the kids will have fun making their own videos! I took a lot of time to
find a good recourse and find examples to help the kids understand better.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would not do anything differently, this was a perfect lesson the students can do at home and have fun. They
are still young and they should enjoy learning no matter what they do.

10. Any last comments/reflections about your lesson?- I will miss my class very much and it was a great honor to
watch Mrs. Shugrue teach. The is an amazing person and teacher, I can only hope to be as good as her
someday.

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written ​on​ your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II

Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)