UNIT FOUR: WEEK FOUR: February 19 -February 23, 2024

Lesson Plan 4 of 5
Class: Standard 2
No of boy Students: 24 Theme: My Country: The Environment of T & T – Land

Exceptionalities: One child has symptoms of ADHD, not diagnosed.

Tiers: Students will be tiered into three levels according to their reading, writing and
comprehension abilities.
Subject: English Language Arts- Structural Analysis
Duration: 30 to 35 minutes Topic: Prefixes- ‘un’ and ‘re’
Context/Big Idea(s): CONSIDERATION
It is crucial to teach prefixes like "un" and "re" to pupils in order to  H.F.L.E.:
increase their vocabulary and comprehension of word structure. Effective
Gaining proficiency with these prefixes improves one's ability to Communication
decipher word meanings and develops reading comprehension. Critical Thinking
Knowing the prefixes "un" and "re" helps pupils understand new words Literacy
and improves their ability to communicate well in both written and  Reading
spoken language. ❒ Writing
Prior Knowledge:  Oral
Students have knowledge of: Communication
 Creating sentences ❒ Literary
 What a prefix is Appreciation
 How to play Bingo ❒ Media &
 Prefixes: im, in, pre, non, il, mis Information
Ministry of Education Expectations: Literacy
 14.1 Add prefixes and suffixes to root words to make and use Numeracy
new words in context. ❒ Problem Solving
Outcomes:  Critical thinking
At the end of this learning experience, students will:  Communication
All tiers:  Representation
 Given the set induction, students will distinguish the meaning ❒ Reasoning
of the prefixes ‘un’ and ‘re’ with assistance from the teacher ❒ ICT Skills
 Differentiated
 Given the understanding of the meanings of the prefixes,
Instruction
students will create words using the prefixes ‘un’ and ‘re’ with
 Assessment
assistance from the teacher
Pre-Assessment
Tier 1:
Summative
 Given the understanding of prefixes and words created, students Assessment
will construct at least 5 sentences using words with the prefixes
created
Tier 2:
 Given the understanding of prefixes and words created, students
will construct at least 3 sentences using words with the prefixes
created
Tier 3:
 Given the understanding of prefixes, student will construct
sentences with puzzle word pieces including words with
prefixes

Essential Questions:
 What do the prefixes ‘il’ and ‘mis’ mean?
Introduction/Set Induction:
Teacher would say, “We have learnt some prefixes but we have more to learn! As we are now
in Prefix Part 4!” Then teacher will reveal 2 hidden words with prefixes ‘un’ and ‘re’
Resources:
Whiteboard markers Whiteboard pencil copybook word puzzle pieces

Teacher Activities Student Activities

Teaching Point 1
1) Teacher would have words base words
written on the board and next to each
root word the prefix word would be
written, including the words
2) distinguish
What do the prefixes ‘il’ and ‘mis’ mean?
Teaching Point 2
1) Brainstorming Activity: The teacher
would engage students in a
brainstorming session where they
come up with words that start with the
prefixes "il" and "mis"
2) Teacher would instruct students to
write down their suggestions in their
books and Tier 3 would write on the
board, encouraging them to think of as
many words as possible.
Teaching Point 3
1) Teacher would instruct Tier 1 students to
create at least 5 sentences using words
with the prefixes created
2) Teacher would instruct Tier 2 students to
create at least 3 sentences using words
with the prefixes created
3) Prefix Puzzles: Teacher would create
puzzles where Tier 3 student connects the
base words with other words to create a
sentence, inclusive of words containing
prefixes.
Students will observe what is being done, ask
questions when needed, answer the questions
asked, and build on each other’s answers,
when possible, in distinguishing between the
root word and the one with the prefix.
(V.C.C.E.)
All students will listen to the teacher and
follow the instructions and try coming up with
words that include ‘il’ and ‘mis’ as prefixes
Tier 1 and 2 students would write the words in
their books
Tier 3 would follow along and assist the
teacher and write his suggestions on the board
All students would listen and observe the
teacher, asking questions if necessary
(V.C.C.E.)
Tier 1 students would create at least 5
sentences using words with the prefixes
created
Tier 2 students would create at least 3
sentences using words with the prefixes
created
Tier 3 student would connect the words to
other words containing the prefixes to form a
sentence with aid from teacher and students in
class. (jigsaw)
Accommodations:
Accommodations that specific students may need to access learning are as follows:
Presentation Accommodations
 Explicit and concise instructions
Response Accommodations
 Increase or decrease wait time as needed
 All students have the option to request help either from teacher or peers
Timing/Scheduling Accommodations
 Time extensions would be allotted accordingly
 When writing their sentences, students would be timed
Setting Accommodations
 Adequate classroom ventilation
 Clean and well-lit classroom
 Inclusive and welcoming atmosphere
 Seating arranged in pairs
Management Strategies:
To manage time and disruptive behaviour, the following strategies will be used:
 Positive Reinforcement- Students will be consistently praised for their correct responses
and appropriate behaviours.
 Teacher Helper- Tier 3 students will assist the teacher
Extended Practice: Content will be extended into future lessons.
Closure: A verbal recap would be done where students would state one (1) thing they
remember from class
Assessment:
Prefix Bingo: The teacher would create bingo cards with words containing the prefixes ‘un’ and
‘re’. Teacher would call out definitions or synonyms, and students mark the corresponding
words on their bingo cards. The first student to get a row or column shouts "Bingo!"
Reflection:
I made sure to bring back the Bingo game. The boys were asking about in the beginning of the
lesson, so I was like “If we finish the lesson, you will see but to finish the lesson you must
first listen carefully.” It so worked, they patiently waited for the end. My Tier 3 is making
progress in sentence making, so I’ll keep the jigsaw sentence making for him. Its much easier
for him opposed to doing any writing.

Lesson Plan Key

Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue