Lesson Topic: Back To Our Roots Length of lesson: 35 inutes $ontent !

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Grade level: 8th Grade Read 180

!tage 1 " #esired Results 8.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 8.9.1.1 Engage e ectively in a range o colla!orative discussions "one#on#one, in groups, and teacher#led$ with diverse partners on grade 8 topics, te%ts, and issues, !uilding on others& ideas and e%pressing their own clearly. 8.11.4.4 'etermine or clari y the meaning o unknown and multiple#meaning words or phrases !ased on grade 8 reading and content, choosing le%i!ly rom a range o strategies.

'nderstanding %s&(goals Students will understand: Prefixes and suffixes can change the meanings of words. Root words can be found in things we read everyday and being able to define them helps us to interpret what were reading.

)ssential *uestion%s&: Is there a life situation in which the understanding of root words will help us? oes understanding the definition of common root words help us advance in situations in life?

!tudent o+,ectives %outco-es&: Students will be able to: Recogni!e and define common root words. "se their understanding of root words to discover the meaning of other words. Recogni!e what prefixes and suffixes are and define common prefixes and suffixes. Students will be able to give a definition of a words based on the prefix and suffix meanings.

!tage . " /ssess-ent )vidence 0erfor-ance Task%s&: Other )vidence: Root #ord Scramble $xit Slips #hole group and small group discussions

!tage 3 " Learning 0lan Learning aterials: Root% prefix% and suffix cards.

Learning /ctivities: &''( )*irst +,minutes- . #here do we find root words? Last week, Mrs. Bowen-Bailey briefly discussed how words are formed. Today, were going to take that even further to learn about root words and how their definition can be changed with prefi es and suffi es. Root words found in video games% popular boo/s% instructions% and recipes will be displayed on the Smart0oard. 1o through some examples of the root words from everyday life and activities. 2s/ students to volunteer instances that they encounter root words. 3$45"R$ )+6 minutes-. efining root words% prefixes% and suffixes. !ow that you have an idea of when root words come up in life outside of the classroom, were going to delve even deeper to discover their meanings. 5he 1oogle presentation will be displayed on the Smart0oard. "ome words are made up of different parts. #ell start with an e ample: unemployment. $nemployment has a beginning %prefi &, a middle %root&, and an end %suffi &. 2 chart brea/ing down the word unemployment will be shown on the Smart0oard. 'oot words are basic words without any affi es. #hen you add affi es %prefi es and suffi es& the meaning of the root can change. 1o over the root words on the board and come up with affixes with the students. 2s/ the students if they can thin/ of any more examples of root words. I will write them down on the Smart0oard and as/ if the can thin/ of prefixes and suffixes to go with them. R''5 #'R S4R2703$ 245I8I59 )+6 minutes (ll right, now that we have e plored different root words and how prefi es and suffi es can change them, we are going to play a game to apply what weve learned. )n this bucket ) have blue cards, green cards, and red cards. The blue cards are root words, the green cards are prefi es, and the red cards are suffi es. *veryone will get one card. #hen its time to start, ) would like you to move around the classroom and find someone who has a root, prefi , or suffi that goes with your card. #hen you have found your match, raise your hand and ) will come over to check your cards. Then, write your word on the whiteboard and use it in a sentence. There are definitions on the back of the cards to help you.

#al/ around the room to monitor how the /ids are doing and help if they have :uestions. #hen everyone has finished% as/ them to sit bac/ in their seats and go to the whiteboard. 2s/ the students what words they come up with. #rite these words on the board and as/ them to share the sentence they created with their partner.

4losing )+6 minutes Is there a life situation in which the understanding of root words will help us? ) would like you to talk to the person sitting across from you and talk about + things that you learned today and come up with one ,uestion that you have about what we discussed. 2s/ each group to share one thing that they learned. &and out exit slips and collect them as the students leave class.

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-ame. /////////////////////////////// *hree things that ) learned3 ound interesting today4 1. 5. 6.

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2hat 7uestions do you have a ter the lesson today8

Self;$valuation 7y 45 and I wanted to incorporate a lot of group wor/ into this lesson for two reasons< one is that she believes that her student wor/ best this way% and the other is that she wants them to grow as a community. 'ne way that I used group wor/ during this lesson was by having students wor/ together using the information they learned during the discussion to combine prefixes% suffixes% and root words during a root word scramble. I believe that the class benefitted form this group wor/ in a variety of ways. 5his experience allowed the students to demonstrate what they learned by wor/ing with each other to solve a problem. &owever% loo/ing bac/% I believe that I could have set up the group wor/ so that it could have been more productive for the groups. Placing the students into smaller groups would have made this activity more fruitful< there would have been less initial chaos. 2lso% there were a few students who have I$Ps who seemed a little lost during the final group activity< I thin/ because they have a more difficult time with social interactions. 3oo/ing bac/% I wish I had differentiated my lesson more for those two students< perhaps I could have had an alternative activity% or adapted the activity in a way that allowed them to feel more comfortable in that social situation. So% I feel as though I could use some more practice with omain =>. I feel somewhat sufficient% but I could still wor/ on ma/ing sure that the instructional opportunities I create can be better adapted to students with exceptionalities. I carefully scaffolded the concepts in this lesson< from me tal/ing about root words ?and where we might see them in everyday life@% to the class and I wor/ing on the root words% to the class displaying their /nowledge of root words on their own. 0y doing this% I believe that I displayed ade:uate /nowledge of omain =+ ?Se:uence@. I feel as though I was mostly successful at omain =,. I attempted to elaborate on the students prior /nowledge of root

words by brainstorming examples of when they have used root words in their life. 5he brainstorming activity also allowed students to elaborate on and develop vocabulary that they may have recogni!ed% but have rarely used. I did not incorporate any reading into the lesson ?besides reading the root words@% so there was not a strong opportunity for the students to improve their comprehension through reading. 5he final activity ?and final scaffold@ was the Root #ord Scramble. I believe that this activity supported students intellectual% social% and personal development by prompting them to wor/ together solve problems ?putting together the correct words@ and then creating a product ?using those roots in sentences@. 5he social interaction during this activity was surprisingly positive< when the students found the match to their roots% they encouraged each other while forming sentences ?this was a huge triumph because this class usually has maAor problems in classroom management@. I believe that the students were motivated by the competition aspect of this activity% rather than by learning. 'ne thing that I wish I would have incorporated more into this part of the lesson was some /ind of self;motivationBperhaps I could have explained more on why understanding root words will help you outside of school. 'verall% I believe that though this activity% omains =C and =D were mostly satisfied. 2s for omain =E% I believe that my plan and teaching effectively reflected my ability to use formal in informal assessment strategies to evaluate my students. 5he biggest form of assessment during this lesson was the Root Scramble activity. 5his allowed the students to display their /nowledge of what they learned and apply it to real world situations. I also used my exit slips as a form of assessment at the end of the class.