READ 436, Spring 2013

LESSON PLAN OUTLINE

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Amanda Goldstein
Mrs. Hamrick, 4th grade, McSwain Elementary School
February 4, 2013
TITLE OF LESSON Matching with Memory/ word sorts with suffixes y, -ly, and -ily
CONTEXT OF LESSON I will present a 4th grade reading group with a word sorts lesson involving
the words with the suffixes y, -ly, and -ily. There are also a few math, science, and historical terms that
will be covered, as well. I know that these students are ready to learn about these words because their
teacher, and the rest of the 4th grade teachers, came up with this list based on their abilities. The subject
terms are also based off of what the class is studying for the rest of the week, given that the lesson will
take place on Monday. It will not only help the 4th graders achieve knowledge for the SOLs, but also
the lesson will be presented in a game of memory. They will have to match the word to its appropriate
picture, but all of the words and all of the pictures will be facing down. By visually seeing symbolic
pictures of the words, and picking them up, I think that the students will remember what the words
mean better than if they were just to read them. Students will challenge their brains by learning new
words based off of their memory.
LEARNING OBJECTIVES
Understand (Concepts/Skills)
1. The students will learn words with
suffixes y, -ly, and ily. (CONCEPT)
2. Memorization will be needed in
order to match words to their pictures.
(SKILL)
3. Math, science, and historical words
will be learned based on the context of
their class. (CONCEPT)

Know/Do (Learning objectives)

When a student matches a card to the picture, I will ask them to
tell me which suffix their word has.
After students pick up a few different cards, they will be able to
remember where the cards are to start making matches.
When students pick up a mathematic, scientific, or historic word,
they will tell their classmates what subject the word relates to and
what it means.

ASSESSING LEARNING
Know/Do (Learning
objectives)
When a student matches a
card to the picture, I will ask
them to tell their classmates

Assessment plan
After seeing their teacher do this in word study every week, I think it is a
good idea that the students can identify which words are made up of which
suffixes, even though they are very similar in letters. If a student is having a
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READ 436, Spring 2013

which suffix their word has.

After students pick up a few
different cards, they will be
able to remember where the
cards are to start making
matches.
When students pick up a
mathematic, scientific, or
historic word, they will tell
their classmates what subject
the word relates to and what
it means.

difficult time with this, I will note this and ask them to highlight the letters
that they think is the suffix, first, to visually see them. This may make
reading them aloud easier.
After all of the matches are made, the students will count to see who had the
most pairs. This does not mean that the student who got the most or least
pairs won or lost, but it shows who might have the easiest time
remembering words visually through pictures.
When students match math, science, and English words I will ask them what
subject their word is. After this, we will have a group discussion about what
the term means or is related to. If students do not seem to be participating
with one of the words, they might not understand so we will spend more
time talking about its meaning.

RELATED VIRGINIA STANDARDS OF LEARNING

English, Math, and science standards of learning for 4th grade will be practiced during this
lesson.
English
Reporting Category: Use word analysis strategies and word reference materials
- 4.4 The student will expand vocabulary when reading.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
e) Use vocabulary from other content areas.
Math
Number and Number Sense, Focus: Place Value, Fractions, and Decimals
- 4.1 The student will
b) compare two whole numbers expressed through millions, using symbols (>, <, or
=)
Science
Force, Motion, and Energy
- 4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
e) simple electromagnets and magnetism; and
MATERIALS NEEDED
-

Memory cards with pictures and words on them

Highlighters
Pencils
Paper
Word lists for each student
Dictionaries
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READ 436, Spring 2013

Thesauruses

PROCEDURE
Preparation of the Learning environment
Prior to this lesson, I will place all of the memory cards on the table. They will be out of order
so students cannot easily guess where matches are in the beginning of instruction. Pencils, highlighters
and paper will also be out on the table for anyone who wants to use them. I will bring dictionaries and
thesauruses into this lesson for extra resources, too.
Engagement and Introduction of the lesson
When the students get to the literacy table, they will see all of the blank cards in front of them. I
think that this will spark an interest because they will wonder what we are doing before I even begin to
explain. I will then explain that this week we will be doing a different type of literacy lesson, compared
to other weeks and will be playing a game. I will explain how memory works and how the goal is to not
only match the cards to the words, but to learn the words, as well. When students pick up a word they
will also tell me which suffix is at the end of it if they have made a match. The more words that they
develop meaning for, the better they will understand the lessons in the upcoming week.
Implementation of the lesson
Each student will go around and take turns flipping 2 cards at a time. I will note that they have
to pay attention to where the cards are placed so they can remember where matches will be made. Once
someone has made a pair, we will talk about what the word means. If this is too easy, I will ask the
student synonyms and antonyms of the chosen word. If this is a subject word, though, we will place
those pairs off to the side and talk about them after we have done so with all of the y, -ly, and ily
words. If students do not seem to know the words, they can use dictionaries and thesauruses to help
them. When we talk about the subject words after, I will let them openly talk about the terms and add
facts and guide the discussion if needed.
Closure
At the end of the activity, I will give the students their word lists that include all of the words
that we just talked about during the lesson. I will also give them their Nightly Reading Log for the
week and ask them to identify words that we used in our lesson in their future readings. If students see
the words that we used in the context of a story, they will be able to understand them better.
Clean-up
I will cleanup all of the materials once the students leave. If there are marks from the highlighters on
the table I will also clean them up. The table will be left the way that it was found.
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DIFFERENTIATION
I think that this activity will probably be achievable for most students. Since they are used to
working in literacy groups every week, they will understand the concept of suffixes. By implementing
the lesson in a fun way, they hopefully will be interested. If students are struggling with this, they can
rewrite the word and highlight suffixes in order to visually see this better. Thesauruses and dictionaries
will also be made available for this reason. In comparison, if students seem to really be grasping the
words, I will ask them antonyms and synonyms of the words to further their understanding. Even if the
students are more comfortable with this than others, I think that we can all work together to find
understanding and meaning with these words. Since this is a group activity and students will be
learning from others and their responses, I do not anticipate anyone to finish this earlier than their other
classmates.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT
In every lesson, there is always the possibility that something can go wrong, so it is best to
anticipate these instances before they occur. Before I leave to go to McSwain Elementary that day, I
will make sure that I have all of the supplies that I need so I do not forget anything. During the lesson,
students might be shy to speak in front of their classmates. If they do not want to verbally respond I
will ask them to write the suffixes on their paper to at least show that they understand what this means.
If students are also having problems matching the words, I might also break them up into 2 different
piles, one being the words section and the other being for the pictures. If I need to tweak or modify this
lesson as it goes on, I will do so based on the level and understanding of the students that I am
teaching.

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