LONG FORM LESSON PLAN TEMPLATE

Name: Cecilia Marrero Content Area(s): Reading Date: November 13, 2013 Grade(s): 3
rd

Learning Goal(s) (Content Standard)

Instructional Objectives (Academic) Technology Objectives

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Letter A -Identify and know the meaning of the most common prefixes and derivational suffixes W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly 1. Students will be able to define and identify suffixes 2. Students will be able to create 2 photos and explain how the photo demonstrates the meaning of the base word with suffix 1. Students are able to use Ipad to create photos 2. Students are able to email created photos to teacher NETS Standards For students: 1. NETS-S 1a Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students create original works as a means of personal or group expression 2. NETS-S 2a Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students interact, collaborate, and publish peers, experts, or others employing a variety of digital environments and media For teacher: 1. NETS-T 1 a,d Facilitate and Inspire student learning and creativity 2. NETS T 2 a Design & Develop Digital-Age Learning Experiences & Assessments 3. NETS-T 3 a,b,c Model Digital-Age Work & Learning 1. What is a suffix? 2. What makes a suffix a suffix? (Where can you find a suffix) 3. How do suffixes change the meaning of base words? 4. Photos & Written response 5. Self-reflection of written response 6. Observations as students work Criteria of success 1. Photos (2) - Labeled - A sentence that uses the word and describes what is happening in the picture 2. Written response includes the following - Defines what a suffix is - States the word described in photo 1 and photo 2 - Identifies the suffix of the word used - Explains what the suffix means and what the word means 1. Paper & Pencils

Assessment (Criteria/Look Fors) (Questions)

Materials

LONG FORM LESSON PLAN TEMPLATE

Name: Cecilia Marrero Content Area(s): Reading Date: November 13, 2013 Grade(s): 3
rd

Time (Total & Specific)

2. Ipads 3. Email address 4. Copies of Rubric for students 5. Words for students to pick from 6. Examples of the work they will do (photos & written) 60 minutes Introduction 5 minutes Demonstration 15 minutes Participation & Practice 30 minutes Closing 10 -minutes

Instruction Procedures Introduction Demonstration Participation Practice

Introduction 1. Tell students I have a little challenge for them - Challenge is to write down on a piece of paper what a suffix is - Give them a few seconds to do so and then ask for three volunteers - Each volunteer will become a word part (prefix, base word, and suffix) - Ask group to order the students - Have students explain why they ordered it that way Demonstration: 1. Explain to students they already use suffixes, er, est, ing, ed, s & es (where do they notice these parts go of the word go) sometimes the suffix changes the base words spelling, but for sure its meaning - Suffix = word part that is added to the end of a word - Todays suffixes are y , -ful, -ous - Meanings: full of something (-y can mean be like and ous can mean something or someone has something. - Adding these suffixes to words turns the word into an adjective 2. Model to students what they will be doing & explain what I am looking for - First let them know they will be using the Ipad and the proper care of one - Show them my photo (and how to take a photo with the Ipad) - Show them my written response (remind them that it must be written on loose leaf paper) - Explain to them that they will be using the Ipad to take photos and to have fun, be creative - Ask them what they notice (what is in my written response, what do they notice about my photo) - Link their observations of what I am looking for to the criteria - Remind them that they will be emailing me the photos and we will have extra practice with this (Mrs. Wilke tells me you have been working on attachments) 3. Put students in groups

LONG FORM LESSON PLAN TEMPLATE

Name: Cecilia Marrero Content Area(s): Reading Date: November 13, 2013 Grade(s): 3
rd

Academic Language Focus Closure

Student Accommodations

Allow them to choose partners & remember there will be one group of three - Students chose a colored envelope with words already in it - Reminder of how important it is to take care of the Ipad - Excite them with the news of a mini field trip around the school (outside if not raining or snowy) can take pictures in the classroom and NOT in the bathroom Participation & Practice 1. Students will receive their Ipads and begin to work on their projects - Hand out Ipads to each group (1 per group) - Students will pick the two words they want to work with - Students will create photos first - Once they have their photos they will each create a written response - When they finish they will also add a mini self-reflection that includes how confident they feel with suffixes and what they still need help with 2. Remind them that I am an extra camera person if they want me to help take a photo of them doing something 3. Bring students back together to email (if they havent already) the pictures to my email address - One student uses their student email to attach photos they took - In the writing portion of attachment should label what the pictures are - I will email them back when I receive their email Closure 1. Allow student groups to share one picture and what word they use explaining the word and the suffix 2. Ask students how comfortable they are with suffixes - What did they learn? - What has helped them to know what a suffix is 3. If time permits show them the suffix/prefix rap song 1. Suffix y, -ful, -ous 2. Base word Review what a suffix is. Ask students how they feel about suffixes Walk students through emailing photos to me Collect written responses Struggling students: working with partners, extra teacher help, have step by step process for them written down and an area for them to check off what they did Excelling students: (this group usually finishes faster), have them identify root words of the words they used, explain the difference between root word and word with suffix

LONG FORM LESSON PLAN TEMPLATE

Name: Cecilia Marrero Content Area(s): Reading Date: November 13, 2013 Grade(s): 3
rd

Self Reflection

How did this project benefit the students? What was a challenge or unclear? - Directions - Criteria - Email instructions for attachments What would I change if there was a next time? Who comfortable do I feel with what the students produced and how I taught?