NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
Class of 25 5th graders

Background:
Students are familiar with the prefixes DisDeReUnMis-

Content Objective(s):
Students will learn about how prefixes change the meaning of words Students will use the word in a sentence spoken out loud. Students are to be interacting with their group members. Students will show 100% mastery by the end of the game.

Language Objective(s):
Students will show that they have learned by using the word in a sentence and by showing the root word with the prefix on the recording sheet.

Nevada Standards: Grade 5

Vocabulary: 4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

Key Vocabulary:
Prefixes: DisDeMisUnRe-

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Students will be in a group or 3 or 4 doing the center on their own

Warm Up Activity:
No warm up

Lesson Sequence:
Students will read all the directions before playing the game. Directions for the game: Students will play paper, rocks, scissors to see who goes first Students will record the words they make on the recording sheet Words will be created with the root words on the board along with the prefix they receive on die The number on the die tells you how many spaces you move your marker. Students must use the word in a sentence before moving onto the next player. This will show the students understanding of how the prefix changes the meaning of words.

Accommodations:
Tell students that if they find their classmates are struggling assist them.

Supplementary Materials:
Paper clips markers Die Board game Prefix recording sheet

Review/Assessment:
Students will be monitored to see if they are on task and following all the steps in the game

Reflection: NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM EXPLANATIONOFLESSONPLANCOMPONENTS

Form: 005 JDC 4/22/08

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

EXPLANATIONOFLESSONPLANCOMPONENTS(CONTINUED)
Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:

What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require advanced instruction?

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning?

Form: 005 JDC 4/22/08