“Change it Up: Understanding Affixes”

SUBJECT GRADE DATE

ELA 8 01/23/23

STANDARD(S):
CORRESPONDING CCSS STANDARDS (AS INDICATED IN ELD STANDARDS) W.8.4–5;
WHST.8.4–5; SL.8.6; L.8.4B

OBJECTIVES Students will be able to determine the meaning of new words by

studying and utilizing affixes; Students will create new words by
choosing the correct affixes to make those changes; Students
will learn the difference between roots and affixes; Students will
be able to connect English inferences to those in their native
tongue through individualized instruction.

MATERIALS “MAKING INFERENCES” Worksheet

Affixes Poster
Notes
Whiteboard, Markers
Student Notebooks

CLASSROOM Students will be grouped at tables such that they are facing
ARRANGEMENT each other, not the front of the room, in order that they may
AND GROUPING collaborate on the topic, four tables forming a square; Students
will be grouped with more advanced learners paired with
beginning and emergent learners; It is possible that a round
robin would work in this lesson with students rotating between
tables.

INSTRUCTIONAL WARM UP:

APPROACH AND
SEQUENCE • Go over Affixes poster and explain that prefixes are at the
front of a word while suffixes are at the end and that the
word itself is called a root. Ask students if they can think of
something having a root, ask them to visual what that
looks like
• Discuss the concept of affixes and use the
whiteboard/markers to write a root, a prefix and a suffix to
demonstrate the concept
DIRECT INSTRUCTION:
 • Have students study the poster, then write five prefixes,
five suffixes, three roots and all their meanings into their
notebooks
• Ask students to provide examples of new words they have
created from adding affixes
GUIDED PRACTICE:
• Have students share their new words with each other at
their tables and “exchange” prefixes and suffixes to see
how each other’s words change
• Have students take their notebooks to the whiteboard and
create three words using their affixes and roots, then have
each pick their favorite word to present to the class
INDEPENDENT PRACTICE:
• Quiz
CLOSURE:
• Review the words that students made during guided
practice and discuss how affixes expand their vocabulary
• Summarize key points of the lesson and give students
homework assignment to practice finding affixes in written
material

ASSESSMENTS FORMATIVE ASSESSMENT:

• Whiteboard marker work
SUMMATIVE ASSESSMENT:
• Quiz

NOTES
Results from both assessments
would reflect and reinforce
understanding of standards, most
notably L.8.4.B of the CCSS.
Improvements expected are a
deeper understanding of vocabulary
as well as the ability to use affixes
independently