Lesson Title/Topic: Understanding the pre in Prefix

Target Concept: Common Prefixes

Standards/Rationale: Third grade Language Arts 110.14.b.4.a :

identify the meaning of

common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning
of roots

Lesson Objectives: The learners will

distinguish the correct prefixes to use on a
worksheet with 70 percent accuracy.

Assessment: Completed worksheet

Materials: pencil, scissors, glue, paper, dice.

Lesson Cycle:
The teacher will:
Focus/Mental Set:
Show video to class:
https://www.youtube.com/watch?
v=mRdMYuNeAng
(video sings examples of many words with
common prefixes being used in a context to
understand the definition of the prefixes)
Based on this ask:
What will we be discussing today?

The student will:

Watch video

Respond:
-Using clues from the video, answer prefixes

What do you already know about prefixes?

Are there any prefixes that you have already
learned?
Teacher Input:
Prefix needs to be defined to help students
review the concept. Ask them to turn to
partner to describe the meaning.
Select a group and ask them the meaning,
expand if necessary.
Show on PowerPoint the definition of
prefix,
The definition includes the word affix.
Un and re are prefixes that are already

-They are meaningful units at the beginning of

the word that change the meaning
-Un and re, may also answer others they
have seen in the video, which have not been
formally taught yet.
Turn to partner and discuss definition of
prefix.
Answer for the class what they have come to
conclude with their partner.

familiar but today we will be discussing a few

more, in-, im-, dis-, pre-, and tele-
Introduce that students will be making a
foldable while learning the new words. Ask
them to retrieve scissors, glue, marks, and a
piece of construction paper. Provide example
at the front of the room for students to
recreate. Allow students 5 minutes to
complete task.
Ask students write the definition of Prefixes
from the PowerPoint under the label..

Retrieve supplies needed for foldable.

Cut paper, glue where needed, and label Word
Parts and Prefix on the top. Create five tabs
that open from right to left. Write one of the
given prefixes on each tab.
Write definition of prefixes.

In- and im- both mean not. Im- is

typically used for root words that begin with
b, m, or p.
Give example of inactive from video.
Call on a student to ask:
-What does this active mean?
-How does that in- change that root word?
Give example of impossible
Call on a student to ask:
-What does this word mean?
-How do you know?
Provide example of injustice and how to
break down into parts.

Write these definitions on the back of each tab.

Dis- also means not.

State example from video of disagree.
Call on a student to dissect the word into parts
and state what the new word means.
Give example of disbelief and break into
parts.

Answer the questions, explaining the meaning

of the root word and stating that the root is now
a negative of the action described thanks to the
prefix.
Write the meaning of dis- in their foldable.

Pre- means before.

Call on a student to ask if they have seen a
word that has this prefix in it hinting at
prefix itself.
Give example of preschool and break down.

Answer the questions, explaining the meaning

of the root word and stating how it changes
based on the prefix.

Tele- means far/ distant.

Give the provided example of telephone.
Ask if any one in the class can break this
down and explain the root and prefix.

Answer how to break it down from tele- and

the root word provided.

Show definition of each on the board. Ask

Respond together the meaning of the prefixes.

Answer the questions, explaining the meaning

of the root word and stating that the root is now
a negative of the action described thanks to the
prefix.

Write the meaning of in- and im- in their

foldable.

Write the meaning of pre- in their foldable.

Write the meaning of tele- in their foldable.

students to repeat in unison the prefix and its

meaning.
Ask students to turn to their table buddy and
participate in Timed Pair Share. Allow
students 1 minute on each prefix, asking them
to take turns each naming examples and
writing them down.
Allow students time to complete task.

Meet with partner to brainstorm together more

examples, perhaps even being creative with
nonexistent words. Write down these words.

Call on each group, asking them to give their

best examples of each word.

Share the best examples with the class.

Breaking down the meaning of the prefix and
the root word, and using these definitions to
state the meaning of the new word created.

Write these words on the board, asking the

group to break them down. Have all students
write these underneath the tab on their
foldable as examples.
Guided Practice:
Ask students to Stand Up, Hand Up, and Pair
Up to find a partner. A member of each
grouping will get 2 dice.
Instruct students that they will take turns
rolling the dice, and perform the action for
which their numbers respond:
First number is the prefix used:
1. Pre2. Dis3. In4. Im5. Tele6. Students choice
The second number is the activity:
1. List 3 words with the prefix
2. Write a sentence with a prefix word
3. Break down prefix word for meaning
4. Make a joke with a prefix word
5. Invent a prefix word and give meaning
6. Students choice
Observe students as they are performing
activity in groups, ensuring that they
understand the breakdown and grasp the new
meaning.
Reinforce the meaning of the prefixes and
give examples to students as needed.

Write the examples on the foldables.

Raise hand and high-five someone in the room
who does not already have a partner.
One partner will retrieve 2 dice from the
teacher.
Utilize their foldable to remind them of
meaning and examples to answer tasks given to
them with the number they roll.
Write down answers of examples, break downs,
or sentences based on their rolls.
Ask for assistance from teacher if cannot think
of an example or have exhausted all ideas.

Independent Practice:
Distribute a worksheet for students to practice Work on a worksheet, showing knowledge of
utilizing the new prefixes studied, which will
utilizing the new vocabulary in writing. Refer to
demonstrate that students know the meaning
the foldable created for reassurance of answers.
of the prefix and can understand how it affects
the meaning of the root word.
Overlook students as they perform worksheet
to ensure that they are grasping the concept.
Have them review the foldable they have
made to guide them to answers.
Closure:
State importance of understanding the
meaning of the prefixes.
Ask class to respond in unison the meaning of
each prefix.
Pre-?
Im-?
Tele-?
In-?
Dis-?

Respond in unison the answers:

-before
- not
- far
- not
- not