Intern Name: Jocelynn Davila

LESSON PLAN TEMPLATE

Prefixes
Lesson Title Language Arts
(Subject, Grade Level, Topic, 4th Grade
Length of Lesson) 1 hour

4.1.1a Participate in class discussion

Standards of 4.7.1a Engage in writing process
Learning 4.7.1.b Produce clear and coherent writing
4.8 Will Self edit
Learning Targets I can understand what prefixes are.
I can understand how to use prefixes.

Necessary Prior Reading and comprehension

Knowledge

Student Materials
Teacher Materials
Activate Prior
Knowledge
Introduction/Hook
Pencil, Markers
Paper, Book, Slides, Matching Cards
Review what prefixes are by providing a definition. Also providing examples
of prefixes and their meanings.
The FBI is in need of your help. You have to find the suspect “the prefix”.
Each group will get a group of cards which some of the words have prefixes.
They have to find the word with a prefix and bring it up to me to check if they
have found the correct suspect.

Instructional
Activities & Strategies
We will read a book called Scranimal. As we are reading the book we will
review for understanding. We will try to figure out what exactly we are
reading. This book is a mixture of animals and each animal put together is a
poem. As we read through the students will recognize the poem and find the
rhyming words. Then they will create their own scranimal and poem. This
sparks their creativity.

Key Vocabulary or Poem, Prefixes

Concepts
Closure Review the scranimal activity and have a partner check your poem. Peer
Activity/Assessments editing

Computer for spelling (spell to type), Use a computer or paper

Accommodations
 Scranimal Book
Resources used while
planning this lesson

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I collaborated with my cooperating teacher to provide a fun and engaging lesson. We found a book that would
help the students understand prefixes. My cooperating teacher also helped me find resources for the students
to create their own scranimal and their own poems.

2. What parts of the instructional plan worked as you anticipated?

The scranimal assignment worked so well. The students were so excited to create their own and use their
creativity. They were coming up with so many ideas and their poems were written so well.

3. What, if any, adjustments needed to be made once you began?

Once I began I had to adjust the groups I planned. For my beginning assignment I moved students to different
tables because there were many students missing.

4. How well did you anticipate the materials needed? Did you realize you needed more or less as you taught
your lesson?
I had access to materials because there were many students who were absent or pulled out that day. I definitely
needed fewer matching cards.

5. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I feel like the students are starting to understand how prefixes work. They were understanding the difference
between a prefix and another word that may look like a prefix. I feel as if their scranimals were my evidence for
their success. These scranimals and poems were proof that the students were understanding the concept of
prefixes.

6. If you could do this lesson again with the same students, would you do anything differently? If so, what?
Honestly I do not know what I would change. The students were engaged and interactive with the entire lesson.
They all were understanding and excited.
7. Any last comments/reflections about your lesson?
I feel as if this lesson was one of my best. The students loved it and I was able to see their creativity
come to life. By the end of the lesson they were way more understanding of prefixes.