Intern Name:

Lesson Title (Subject/Topic): Prefix and Suffix

Grade: 3rd
Length of Lesson: 10 - 15 minutes
Date Taught:
LESSON PLAN TEMPLATE
In this lesson… students will review
Overview The different parts of a word

Reading
2.7
Standards of - b) Use knowledge of roots, affixes, synonyms, and antonyms.
Learning - e) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.

how do the prefix and suffix change the meaning of a root word?
Essential Questions
Students will be able to… identify the different parts of a word and work
through jeopardy problems in a group
Objectives

Learning Target learning how to identify the different parts of a word

Necessary Prior parts of a word (prefix, root, suffix), words with similar beginnings and
endings (unhappy, unfriendly, etc.)
Knowledge
- Whiteboards
- Dry erase markers
Materials - candy
- promethean board
- ard

Introduction/Hook N/A

Lesson
- Students will split into equal groups based on the amount of students in
the room
Instructional - Instead of students just being in their table groups with uneven
Activities & numbers, everyone is equal and there won’t be complaints of
unfairness
Strategies - Students will create a team name and elect a team representative to tell
the teams answers out loud
- Students will then choose questions and hold up their answers on a
whiteboard

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)
 - (optional) students who are not answering in the round can hold up their
answers as well for “ghost points” that are tallied at the end (the winning
ghost point team will also get candy)
- Whatever team ends with the most points gets candy

- Root word
Key Vocabulary or - Prefix
Concepts - Suffix
- Deconstructing words into separate parts
Assessments N/A

Closure Activity N/A

- Reading every word on screen for students who have vision impairment
- Sitting students closer to the screen if they have a hearing impairment
Accommodations - walking around the classroom and keeping more hyperactive students on
task

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?

2. How did the SOLs and Objectives help focus your instruction?

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

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

5. How well did you anticipate the materials needed?

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?)

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!)

8. How did the time spent preparing for your lesson contribute to it’s success?

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

10. Any last comments/reflections about your lesson?

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)
Assessment (5)

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)
 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)