Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

By the end of the lesson, Students will define the following prefixes:
The student will be capable of spelling words using “pre”, “post”, “dis”, and “un” in their spelling journals.
knowledge of prefixes.

Specific Measureable Attainable Relevant _Time

Grade: 5 Subject: Reading

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Differentiated learning for all 3 learning styles: Visual, Auditory, &
Kinesthetic will keep students engaged. Breaking down objective by tasks
Students will use IPADS & the AWWW Whiteboard and
will enable understanding. Higher order thinking will be stimulated by Sketchbook apps.
comparing & contrasting, evaluating, & predicting outcomes caused by the
removal of the prefix.
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
Homework: Students
Students use IPADSwrite sentences
and apps, using each
use paper handout, prefix
and write in in 10 different words. Then students choose 4 of the
What is a prefix?
Visual – Spelling IPADs, SpellingTeacher
binders, Prefix Game &ofprizes, class
previous wordsbinders.
and write a sentence without using What thedoprefix.
modeling
Students draw a picture
prefixes
using
of handout
what prefixes.
changed in -5the
min.
handout. Cooperative group learning: students write definitions in
situation–by not
Auditory using
Students the
listen prefix.modeling prefix meanings and
to teacher their Spelling binders-15 min.
use what
TLW will discover with words,
“pre”,write in their
“post”, “un”Spelling binders
and “dis” while
mean. The Prefix Game group activity-10 min
TLW understanddiscussing in groups,
how adding & use
a prefix IPADs and
changes theapps.
meaning of the root word.
Kinesthetic
Students play the Prefix Game in grouped class
– competition. The Prefix Game includes whole body
learning.
Higher Order Questions to ask: (C6)

1. Predict the outcome by drawing a picture or cartoon. How does removal of the prefix change the situation?

2. Compare & contrast the situation with and without the prefix on the word.
3.
See what other prefixes you can think of. What do they mean? Do any mean the same thing as the ones we
have learned today?

Hook: (C7) Closure: (C7)

Teacher uses overhead projector to show a picture of Exit ticket: Students write 1 thing they learned about
an elephant being scared by a mouse. Can you think of prefixes on a notecard.
a time when a little thing made a huge difference in a
situation?
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Teacher asks, “What is a prefix?” then explains what prefixes are and why we use them. Teacher asks if class knows
the meaning of any of the prefixes the lesson will cover. After class input time, Teacher hands out class sheets that
list prefixes and their definitions and goes over them with the class.
Teacher models how to write definitions of prefixes in the Spelling binder.

2. Student Activities / Guided Practice: (C6)

Cooperative learning groups- students write definitions of prefixes in their spelling journals while discussing prefix
meanings.
Student activity- Play the Prefix Game in class, divided into teams by row.

3. Independent Practice: (C6)

Students complete homework, writing sentences using the prefixes they learned. Then, students write the
sentence without the prefix. Finally, students choose 1 sentence and illustrate what happens in the situation when
the prefix is removed.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: By the end of the lesson, students will demonstrate understanding of what a prefix is, and be able to these
Rigor 4 prefixes in sentences: “pre”, “post”, “dis”, and “un”.

OPENING:
Retrieval Teacher uses overhead projector to show a picture of an elephant being scared by a mouse. Can you think
of a time when a little thing made a huge difference in a situation?
Teacher asks students if anyone knows what a prefix is and can give an example.

TEACHER INPUT:
Relevance Teacher uses a humorous example to illustrate how a prefix changes the meaning of a word, a sentence,
and a situation.
MODEL:
Routing Teacher uses handout to show definitions of 4 prefixes, then models to class how to write definitions in the
Spelling journals.
Later, after group practice, teacher models rules and processes for the Prefix Game.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will discuss in small groups and write prefix definitions in their Spelling binders.

INDEPENDENT PRACTICE:
Students will use IPADs to create flash cards for prefixes using the Quizlet flashcard app. After school, students will write
sentences for homework with the prefixes they learned.

CHECK FOR UNDERSTANDING:

Recognizing

ASSESSMENT:
Class will be placed on teams by row and play the Prefix Game to check for broader understanding.

RESOURCES / MATERIALS:
IPADs, Spelling binders, beanbags/ buckets for Prefix Game.

CLOSURE:
Re-exposure
Students write 1 thing they learned about prefixes on a notecard as an Exit Ticket.