Greek and Latin Roots Lesson

Part One
Topic
Teachers Names: Simona Parravano, Abby Havermann, Breanna Amos, Erica
Dickey
Subject Area: Language Arts
Class Information
Grade Level: 4th
Date: 1/23/17
Class Demographics/Description:
There are six ELL students, three of them are boys and three of them are girls. All of
their first languages are Spanish. Approximately 70 percent of the students are African
American, however there are roughly 15 percent Latino and 15 percent Caucasian
students. Most of the students are between nine and ten years old. In terms of gender
there is approximately 60 percent girls and 40 percent males in the classroom.
Alignment

Brief overview of the Lesson: This lesson will teach students about the importance
of Greek and Latin roots. Students will create a Greek and Latin root tree in groups in
order to figure out the meaning behind words that share the same root. Since over half
of English words are made up of Greek and Latin roots, students will have a better
chance of figuring out the meaning of an unfamiliar word if they know what the words
root means. The unit that this lesson falls over is prefixes and suffixes.
Standards

Common Core: L4.b. Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word.

ISTE- 1) Facilitate and inspire student learning and creativity Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face
and virtual environments.
NETS-S: 2) Communication and collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a dance, to support
individual learning and contribution to the learning of others.
InTASC: Standard #1: Learner Development. The teacher understands how learners
grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teachers and learners decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.

Part Two
Learning Objectives
Students will apply their background knowledge of Greek and Latin roots to identify the
meaning of a word.
Students will create a Greek and Latin root word tree with 100% accuracy.
Students will participate in an online activity to increase their knowledge about
greek/latin root words.
Teaching Materials
Smart Phone or tablet
Elmo board
Pencils/Pens
Greek and Latin roots paper
QR code that has link to Greek and Latin Root Website
https://www.spellingcity.com/latin-greek-root-words.html

https://youtu.be/h2Ro3JlRoPE

Anticipatory Set
Transition- A secret signal will be introduced at the beginning of the lesson. This secret
signal will let students know when to move, start working, or begin an activity. The secret
signal will be a chime on a teachers iPhone, played for the students before they start
working so they are aware of what to listen for.
Hook- The teacher will greet the class.
Say: Hello, class! It is so nice to see all of you.
Teacher will then discuss the objective to the class.
Say: Today we will be learning about Greek and Latin root words.
The teacher will then ask the class if they know anything about Greek and Latin Root
words.
Say: Can anyone please raise his or her hand and tell me something they know about
Greek and Latin Root words?
Then the teacher will explain to the class what it means.
Say: Greek and Latin root words are parts of a word that can help you figure out the
meaning behind a word you may not know the definition of. For example, if I read the
word aquarium in a book and I didnt know what that word meant but I knew the Greek
and Latin root for aqua meant water, then I would have a better chance of figuring out
what the word means.
Part Three
Procedures
Multicultural Considerations- Because the ELL students know little English, pictures
will be presented as each root word is introduced. This will help them make connections
and understand the meaning of the root words.
Step by Step Procedures- The teacher will first introduce the secret signal of the day in
order to let students know when to begin working. Then the teacher will show a Youtube
video about Greek and Latin roots to give the students a better understanding of what
the lesson will be about. (https://youtu.be/h2Ro3JlRoPE)
To start the lesson the teacher will model different examples of Greek and Latin Roots to
show the students how they are connected. The teacher will write various words on the
board that share the same prefix and suffix.
Say: I am going to write words on the board that share the same Greek and Latin Root
to show you guys how all of these words are connected.
The teacher will then write the words fraction and fracture.
Say: Does anyone know the root that connects these two words together?
The teacher will then underline Latin root frac for each word on the board, and explain
that frac means to break. The teacher will quickly draw a picture of a bone that is
broken as well as a math fraction on the board next to the corresponding words.
Say: When I say the word fraction that means I am breaking a number into a certain
portion, like the one I wrote on the board. When I say the word fracture that could
mean that I have broken a bone. The Latin root frac means to break. Give me a
thumbs up if that makes sense to you.
The teacher will try a harder example using the Greek root chron and write the words
chronological and synchronize on the board.
Say: Now can anyone raise his or her hand and tell me what the Greek root is that
connects these two words?

The teacher will then explain that the Greek root chron means time.
Say: The Greek root word that connects chronological and synchronize is chron,
which means time.
The teacher will then quickly draw a clock on the board next to the two words.
Say: When I say the word chronological I mean something that happened in order of
what occurred such as first, second, third, and so on. When I say the word synchronize
this means to do something at the same time. These two words all relate to time.
Next, the teacher will organize the class into four groups. This will allow students to
collaborate and work together
Say: Now I will split the class up into four groups. Each group will work together to
create a Greek and Latin root word tree on a specific root word that is assigned to you.
Each group will receive a QR code that you can use to pull up a website that will help
you create your Greek and Latin root tree.
Group 1-cycl (wheel)
Group 2-dem (people)
Group 3-man (hand)
Group 4-voc (call)
After the groups are established the teacher will chose a volunteer to help pass out the
QR code as well as the Greek and Latin root tree papers. The Greek and Latin root tree
paper will also be displayed on the Elmo board. The teacher will then use the secret
signal to let the students know that they can start working. The teacher will walk around
periodically to each table to check for understanding and to make sure each group is on
task.
When all of the students have completed their tree, the teacher will call on each group to
briefly discuss the meaning behind their root and some words that correspond to it for an
example. The students will present their tree using an Elmo board so that the whole
class can clearly see it.
After the teacher speaks with each group, student's will be instructed to use an IPad to
scan the QR code given to them earlier. The QR code takes the student's to a website
where they can learn more Greek and Latin root words. The student's can play different
games to learn the meaning of different root words. After students become familiar with
the Greek and Latin roots, they will take a vocabulary quiz using the same website.
The teacher will review the objective and remind the students how important it is to learn
the Greek and Latin root of words because it can help them figure out the meaning if
they come across words they do not know.
Enrichment/Remediation- If students finish the tree early, the website provided by the
QR code has games that the students can play using the Greek and Latin root words. If
students are struggling with the assignment the teacher will provide an example of what
the tree should look like as well as show the students how to use the website in order to
create the tree.

Part Four
Assessment Plans
During the lesson the teacher will walk around each group and assess the students on
whether or not they are meeting the objective. For example, if the students are filling out
the tree and working together well then the teacher would give that group a check mark
indicating that they have understood and are working toward completing the objective. At
the end of the lesson the teacher when the students are presenting their trees, the
teacher will assess each group on whether or not they have fully completed the tree to
the best of their ability.
The website that the student's visited earlier also has quizzes based on the Greek and
Latin roots they choose. Student's will take a vocab quiz on a Greek or Latin root word of
their choosing. Once students complete the quiz they will take a screenshot of the
results to show the teacher.
Website URL: https://www.spellingcity.com/latin-greek-root-words.html

Part Five
UDL Implementation

Multiple Means of Representation:

The teacher provided multiple examples of different types of Greek and Latin roots as
well as draw pictures to go along with it. The teacher also attempted to activate students
background knowledge by asking them if they know anything about Greek and Latin
roots, then provided an example of how it can be applied to figure out a word someone
may not know. The website provided to them has definitions for each word when they
are creating their Greek and Latin Root trees. The video shown at the beginning of the
lesson also provided pictures to go along with the Greek and Latin Roots.

Multiple Means of Engagement:

Students have the opportunity to use a tablet to access information about their Greek or
Latin root word. After students complete the Greek and Latin root tree, the students can
play games on the tablet using Greek and Latin roots on the website that is given to
them. The students will access the website that has the games and quiz by scanning the
QR code that is provided. By reviewing the objective with the class, the teacher is
helping students create goals.
Website URL: https://www.spellingcity.com/latin-greek-root-words.html

Multiple Means of Action and Expression:

The teacher will be walking around the room to make sure students are on task and
completing their work this aids in creating expectations for self-regulation. By grouping
the students this will help foster collaboration. After the students are finished with the
Greek and Latin root tree, they may play a game on the website provided to them that
practices using their roots definition or they may chose to draw pictures next to words
that relate to their root on their tree.

Part Six
Closure

Finally, when all of the students have completed their tree, the teacher will call on each
group to briefly discuss the meaning behind their root and some words that correspond
to it for an example.
The teacher will review the objective and will ask the students to discuss in their groups
why they think it may be important to learn about Greek and Latin Roots. Each group
will then share out to the class why they believe this lesson was important. The teacher
will also share with the class that over half of English words are made up of Greek and
Latin roots, so when students are reading and they come across a word they do not
know they have a better chance of what the word means if they know the root of the
word.