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Name: Trent Urban Lesson Title: Prefixes and Suffixes Grade level(s)/Course: 4th Grade Date taught:03/13/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Publisher: Date of Publication: District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. My cooperating teacher gave me free reign, as long as the lesson was reading based. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 30 minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. I will be working with four students. Two lower level readers and two middle level readers. I will be pairing them up; medium ability with lower ability. List any other special features of your school or classroom that will affect the teaching of this lesson. N/A INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students_______4_ Males____0______ Females____4______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students N/A Students with IEPs English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders N/A
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INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards Reading Foundational Skills Enduring Understanding and/or Essential Question Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. GLE(s) or EOC and Symbolic Notation DOK CCSS.ELA-Literacy.RF.4.3a: Use combined Level Two knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Outcome(s) The students will be able to define both a prefix and a suffix, and distinguish between the two by creating new words via the addition of a prefix, suffix, or both. Academic Language related to the lesson Prefixes, Suffixes, Syllables, Root Word, Spelling, Meaning. Prior Learning/Prior Thinking This Lesson builds on their background knowledge of syllables, and takes their limited understanding of prefixes and suffixes to a much deeper level. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge I will first split the students into the pre-determined groups I have prepared for them. Then, I will ask each group what they know about prefixes and suffixes. Ill give them 1-2 minutes to brainstorm with their partner, and then come back together and report back to the group. Focus/Purpose Statement Today were going to be learning even more about prefixes and suffixes. This is a lot of fun, because it helps us learn lots of new words. We can literally, by knowing our prefixes and suffixes, know the meanings to thousands of new words! Procedures Split the four students up into teams Ask them to brainstorm what they know about the topic. Introduce and explain the importance of the topic. Split up two exactly identical bags of prefixes and suffixes to each team. Ask them to identify which colored coded squares were the suffixes (red), and which were the prefixes (green). I then, as an example, before the game starts, will lay out an example. Ill take one yellow, core word square from my bag and set it in the middle of the table. For example: Port. Then I add the green suffix card labeled trans- to the front, making it transport. Ill then ask if there are any suffixes we can add. Able for example. Trans-port-able. 2|Page
Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?
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Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.
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