LESSON PLAN TEMPLATE

Name: Adrienne Woolbright Date: September 7, 2011 Grade Level/Subject: 3rd grade/ Reading Comprehension Prerequisite Knowledge: Know how to question title before reading to understand what the new material presented to them will be about. Approximate Time: 15-20 minutes Student Objectives/Student Outcomes: Students will recognize suffixes and apply strategy of questioning unfamiliar words. Content Standards: CC.K-12.L.R.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate Materials/Resources/Technology: Lighthouse: Beacons of the Past by Lisa Trumbauer, SmartBoard Implementation:

Time
7 minute opening

5 minute

3 minute closing

5 minute assessment

Opening of lesson: (Objectives, hook, behavior expectations) -Go over my expectations on the rug: Raise hand when answering question, crisscross apple sauce with hands to ourselves, eyes on me the whole time, bug slips will be given out for good behavior and only one warning will be given before they pull their card -State objectives: Let students know at the end of the lesson I will expect them to be able to give me examples of suffixes and also give me examples as to how they may go about figuring out an unknown word -Hook: Ask students what a light house is? Explain that they help ships gets to shore safely. Write safely on the bored an circle ly. Explain that ly is a suffix. Ask what the root word of safely is. explain that suffixes change the meaning of a word. Read page 3 of lighthouse and prompt students to be looking for words whose meanings have been changed by a suffix and also ways to identify unknown words. Procedures: Include critical thinking questions and accommodations for individual needs -Read page 7 aloud to students and ask them how I may figure out what the word piles and platform mean. Explain that they may use pictures and context clues (Why is piles written in green? and explain that this is a context clue) -Show students how the words are in bold and explain that this means the definition to these words can be found in the back of the book Summary/Closing: -Read aloud pages 20-21 and have students think about words that are unfamiliar to them -Ask for volunteers to share those words with the other students. Get a thumbs up or down to see if others had trouble with these words as well. -Ask for a volunteer to explain how they might figure out the meaning of the word Student Assessment: -Informal assessment: Does the student ask questions about unfamiliar words? Is the student Paying attention to me? Does the student offer to share his/ her unfamiliar words?