Tiered Lesson Plan

Name: Trinity Belcher Date: 1/30/20

Subject: ELA Topic: Prefixes

Grade: 4th Length of Lesson: 30 minutes

The Big Idea: I can decode words using prefixes.

Domain: Language

Cluster: Vocabulary Acquisition and Use

Standard: ELA.4.39
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph, photograph, and autograph).

Specific Objective: Students will correctly identify the meanings of words with the prefixes
in- and im- every 3 out of 5 times.

Introduction:
The teacher will introduce the lesson by asking the students what a prefix is. The teacher will
randomly call on a student to provide an answer, then another to provide an example. The
teacher will remind students that prefixes are important in helping them understand what words
mean.

Method(s):
Game (I have, who has),

Materials/Equipment/Technology/Community Resources:
I have, who has cards

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will write the prefixes in- and im- on the board and explain that both prefixes mean
“not” or “lacking.” The teacher will write the word “injustice” on the board and then create the
chart below. While drawing the chart, the teacher will think aloud, explaining that we know in
the word “injustice,” the prefix is in- (write “in-” on chart), the base word is justice (write
“justice” on chart). The teacher will then explain that we just need to use what we know about
the prefix in- to complete the chart (write “lacking justice” on chart). The teacher will write the
word “impossible” below the word “injustice.” The teacher will circle the prefix im- and
underline the base word “possible.” Writing the prefix in the chart, the teacher will explain that
im- means “not,” then while writing the base word in the chart, the teacher will explain that
“possible” means able to be done The teacher will then blend it together and write “not able to be
done” or “not possible” in the chart.

Guided Practice:
The students will copy down the chart that the teacher wrote on the board. The teacher will then
write the word “impolite” on the board. The teacher will circle the prefix and ask the students
what it means. The teach will then underline the base word and ask the students what it means.
The teacher will have the student fill in the chart using “impossible” then will randomly call on a
student to provide a meaning for the word. The teacher will repeat this process with the word
“independent.”
Once the students have finished their charts, the teacher will give each student a card for the “I
have, who has” game. The teacher will have the first card. The teacher will model how to play
the game by reading the first card: “who has a word which means not mature?” The student who
has the card immature will then read their card. When a student has read their card, they will pick
up another card from the pile that had not yet been handed out until all of the cards were gone.
The students will continue playing the game until the person with the last card reads their card.

Independent Practice:
The students will add as many words from the “I have, who has” game to their chart as they can
remember. The students will have 5 minutes to add as many words as they can.

Differentiation:
Tier 1 students will be challenged to think of other words that begin with the prefixes in- or im-,
in addition to the words from the game, during independent practice.
Tier 2 students will have to try to remember words from the game.
Tier 3 students will be provided with a list of words from the game to use to fill in their charts
during independent practice.

Evaluation/Assessment:
The students will be assessed based on observations of the “I have, who has” game, as well as
based on the words completed in their charts.

Wrap-Up (Lesson Closure) /Concluding Activity:

The teacher will close the lesson reviewing what the prefixes in- and im- mean and how that can
help students to determine the meaning of an unknown word.

Lesson Reflection:
This lesson was definitely a success. The students loved the game – it is something that I will
have to try to incorporate more often. It helped the students to become more engaged and
interested in learning, which is a huge success.