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Berea College Education Studies

LESSON PLAN #1
Taylor Gilbert and Jonesy McGregor
ELA 2nd grade

Planning

Content Standard/s
RF.2.3.d Identify, decode, and know the meaning of words with the most common prefixes and
derivational suffixes.
Language Standard/s
L.2.4.b Determine the meaning of the new word formed when a known prefix is added
to a known word.

Content Objective(s)
Students will be able to identify and verbalize the meaning of prefixes and suffixes on the vocabulary
list.
Students will be able to break apart affixes from known root words.

Language Objective(s)
Students will be able to determine the new meaning of a word when an affix is added.

Academic Context
This lesson will be taught in the middle of the Unit Plan. This vocabulary list of prefixes and suffixes
have been mentioned in previous lessons. The students understand how to form a sentence, which is
useful for the assessment. This lesson will prepare the students to add an affix to a word and
understand its meaning and vice versa.

Classroom Context

The classroom has 24 students. Most of the students are Caucasian (22 students), from Appalachia,
with two students of color. The two students of color are Hispanic and African American. The
classroom is arranged into five groups with four groups of four students
and two groups of five students. There is an equal distribution of
students' reading ability within the
groups. In this classroom, there is a
wide range of reading capability
based on reading levels. There is
one student with an IEP for an
emotional behavior disorder. This
student struggles with independent
work time and during transitions.

Materials
- Anchor Chart on Board
- 8x11 in whiteboards for each
student (they already have these)
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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- dry erase markers

- Beach Ball with Affixes written

- Flocabulary Brain break (https://www.flocabulary.com/unit/prefixes/-0)

Key Vocabulary
● Prefix:
● Suffix:
●

Implementation Phase

Instruction (1 hour and 30 minutes block)

Transition (1 minute): Classes begin to switch from their previous activity. Welcome students in the
class from the last special area or FLEX group by saying, “Welcome back! How was _______ area
today? Please grab your whiteboards from the cabinet and sit at your desks quietly, guys.”

Introduction (5 minutes): We start by introducing the standard by explaining the “I can” statements.

Direct Instruction (20-25 minutes): Beginning lesson by doing check-in using whiteboards, “Let me
know how you guys are feeling about prefixes and suffixes. So on with your whiteboard, on a scale
of 1-5, tell me how you are feeling? 5 meaning you are great and understanding everything and a 1 as
you have no clue what a prefix and suffix is, which is okay”. Wait for the student to respond. After
looking at the whiteboards, I would more clearly know where each student is at. I would then review
prefixes and suffixes and their definitions by asking the whole group questions, allowing students to
raise hands. “As a review, who can tell me what a prefix is?” Allow wait time, then call on a student
for a raised hand to answer. “Yes, a prefix is something add the beginning of the word that changes
the meaning of the word.” “Would you tell me what the definition of a suffix is?” Allow wait time,
then call on a different student with a raised hand to answer. “You’re right, a suffix is added to the
end of the word, it also changes the meaning” “Very good, now let’s move on to root word, what is a
root word?” The student answers questions, and I further explain the answer. Ask students questions
by asking, “What are any questions do you have about affixes?”

White Board Activity (15 minutes): Demonstrating on the large whiteboard, “There are eight
prefixes and suffixes that we have been focusing on this unit, “We are going to play a quick little
game with our whiteboards. I’m writing a word on the board, up here, and I want you to break down
the prefix or suffix from the root words. Underline the prefixes and suffixes and box in the root
word”, showing an example of this on the board. I will write one word on the board, allowing time
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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for students to answer and hold up their whiteboard. As a class, we will do 7-8 examples, depending
on students’ understanding of the material, shown by whiteboards responses.

Brain Break if needed: (4 minutes) (https://www.flocabulary.com/unit/prefixes/): Based on the

student’s needs, we will take a brain break if needed. They will watch this fun rap video about the
prefixes and have the ability to move around.

Transition and Instruction (5 minutes): “Now we are going to play a fun game! I have this pretty
beach ball with a lot of words all over it. Do you see the words?” Allow responses - nods or verbal -
“We have been practicing using these words today. Can someone remind me what these words are
called?” Allow responses; if no one answers, give a hint about prefix/suffix. Once a student says
prefix or suffix, “yes! These words are prefixes and suffixes, just like the ones we have been looking
at. There are several on this ball and even some that we did not mention yet, so I am going to read
them to you now.” read the words so the students will know the words. “How you play this game is I
will toss the ball to a friend and whoever catches it will say the word closest to their left thumb like
this” demonstrate left thumb near a word “that friend will then tell all of us if that word is a prefix or
suffix and toss the ball to a new friend - you are going to say their name before you throw it to them,
so nobody gets hit! After a few tosses, I will add things to make the game a little bit harder. Show
me 1 finger if you are ready to play this game, 2 fingers if you are kind of confused, and 3 fingers if
you do not understand the game at all.” if everyone shows 1 then continue with the game and if there
are several 2 or any 3’s then explain again. “So, everyone can go ahead and stand up.”

Activity (20-25 minutes): “To play this game, we are all going to get in a circle facing one another. I
am going to start the game by throwing the beach ball to one of our friends. If anyone wants to
partner with a friend for this game, then go ahead and find your partner” allow students to form a
circle. “Would anyone like to go first? and remember that everyone will get a turn.” if no students
volunteer then do an example (un- this is a prefix and toss the ball to someone)” let’s all encourage
one another during this game to make it more fun for everyone!” after a few turns say “Good job!
Now that we have identified if the word is a prefix or suffix, now you are going to tell the class if the
word is a prefix or suffix and the meaning of prefix or suffix - like if you land on Un- then tell us it
is a prefix it means not” the students will start to toss and catch the ball and say if it is a prefix or
suffix. After a few turns of this say “great, you guys are so smart!! Now I am going to make it a little

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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bit harder; after you tell me if it is a prefix or suffix, you will use that prefix to make a word using
the prefix or suffix. If you need help, you can ask a neighbor” students will continue to toss and
catch the ball and if the game is going well and all students are giving examples of words keep
adding more components, say “Since you all are doing so well I am going to make it harder! This
time when you catch the ball, you will tell us if it is a prefix or suffix, and then tell us a word using
that prefix or suffix, and then you will tell the class what that word means. Give me a thumbs up if
you think you are ready for this and a thumbs down if you want an example.” Allow the students to
continue tossing and catching, and if the students are completing this task easily, then say, “Now
when you catch the ball, you are going to identify the prefix/suffix, give us an example of a word,
and use it in a sentence. For example, this is a prefix, Un-happy and the sentence is when my dog
poops, it makes me unhappy. Show me a thumbs up if you’re ready! And remember to ask a
neighbor if you want help.” Allow every student to have a chance to do this one and help them if
they are struggling.

Transition (5minutes): “Great job, everybody!! Everyone can go back and sit at their desks now”
waits for students to be sitting. If they are chatty, then use a call and response strategy, e.g., hocus
pocus… time to focus!! “Did you enjoy that activity? You can show me 5 fingers if you really
liked it and 1 finger if you did not like it at all” allow responses. Students have a star on their desk
that we use for breathing exercises “we are going to take a minute to breathe now, so go ahead and
trace your star with your finger and breathe in and out...Perfect job everybody! We only have one
more thing to do...”

Exit slip (5-7 minutes) “I want each of you to get out a piece of paper and a pencil, and since we
have learned so much about prefixes and suffixes, you are going to write 3 sentences using a word
with a prefix or suffix. If you can think of something that happened to you, you can write about it or
make up a sentence with a prefix or suffix and leave it in the box by the door as you line up for your
next class. If you are stuck, remember to ask 3 before me,” Students will write their sentences. There
may be some talk if students collaborate with one another to complete them. Write an example of a
sentence on the whiteboard so students will have a visual.

(Note: Planning this lesson, we left extra time as wiggle room so we could spend more time on
an area if needed)

Assessment
As co-teachers, one of us will have a clipboard with each student's name on it, and we will walk
around the room to assess the students work as the other teacher does the instruction of affixes - this
will be writing down a number between 1-5 (1 = struggling and 5 = excelling)
We will be using explaining, modeling, and thinning aloud throughout the lesson. The students will
have opportunities to work with a partner or to work alone throughout the activities. The guided

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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inquiry will allow the students to think of their own root words from experience. The students will
also be demonstrating student choice by choosing their own words in the exit slip.

Cultural Considerations –
● It’s important to note the affixes usage in the Appalachian dialect with multiple students from the
Appalachian region. The special prefix in the Appalachian dialect is the usage of the A-prefix,
attached to a verbal form with the suffix -ing often referred to -in’. An example of this phenomenon
is "My brother had a little pony and we was a-ridin' it one day.”
● Accommodations would be made for the students who have EBD. As proactive prevention, I would
try to sit this student beside my desk to monitor behaviors more carefully and observe triggers. I would make
sure to clearly state the lesson sequence for these students to know what is coming next. If the student starts to
feel overwhelmed, they can do a unique spot called the “Safe Space” to calm. This activity would help
students with EBD because they will be able to move around the classroom and take breaks throughout the
lesson. Those students will also have the opportunity to converse with their peers. Hence, they are confident
during the lesson, as well. For the student with EBD and shy students, it will be given as an option to work
with one pair or by yourself during the beach ball activity, so you don't feel pressure answering questions. As
co-teachers, we will keep this activity positive, help students when needed, and give praise throughout.

Discourse Considerations –
Within the lesson, there are several times for the students to talk to one another about their answers.
During the direct instruction, we will ask questions, and the students will use turn-and-talk to discuss
it with a friend. There will be an option for students to work in pairs during the beach ball activity so
the students will be able to discuss their ideas with one another before telling the class. The students
are also encouraged to ask their neighbors during the activity if they need help. The strategy “Ask 3
before me” will be used in all activities to encourage the students to ask one another before they ask
me. Student writing is prompted during the whiteboard activity and for the exit slip. Addressing the
students by their names before they toss them in the ball in the beach ball activity. This activity will
increase the community environment in the classroom.

Vocabulary Considerations –
We will reintroduce key vocabulary (prefix, suffix, root word) and continuously bring them up
throughout the lesson and activity. To understand prefixes and suffixes, the students must have a
strong understanding of vocabulary and root words to see a word, add the affix, and understand the
new word. There will be an anchor chart of prefixes, suffixes, and root words on the board as a useful
tool. The anchor chart will be visual at the beginning of the unit plan, so students will have already
seen it when we get to the lesson plans when we use it.

Assessment Considerations –
Formative

Throughout the lesson, there will be consistent questioning and discussion to ensure students
understand the activity concept. A clipboard assessment will be used by the other co-teacher while
instruction is happening to assess what each student is doing individually. An exit slip will be used to
evaluate each student at the end of the lesson. Directions will be given orally and on the exit slip.

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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Note: There will be no formal assessment accommodations for my student in EBD. However, I will
remind this student that they can go to the calming areas at any time during this lesson if they feel like
they need a break.

Summative

For a summative assessment, on the unit test, there will be examples of affixes, where the students
will need to define the meaning of the affixes and recognize the part of the word which is the prefix,
suffixes, and root word. The assessment will evaluate if students can identify the change in meaning
with added prefixes or suffixes.

Post-Instruction and Planning Rationale

We did not teach this lesson in the classroom setting. .We presented this lesson this way because it
applied to different types of learners and their unique learning styles. Although we wanted to review
previous lessons while adding an activity to help cement their knowledge in affixes. There are
different types of learners in your classroom. Visual learners, learners who learn through seeing it,
would benefit from using the anchor chart. I could also have a student who is an auditory learner, so
they learn best from hearing things around, so direct instruction and group discussions were also
implemented. The Beach Ball activity, as a whiteboard review, would cater to kinesthetic learners
that learn best through body movements. Kinesthetic learning would also enjoy hands-on activities.
We will also tie the learning things back to themselves, connecting to experiences and interests. As a
teacher, it is essential to be relating a new concept to past concepts and building upon them.

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.