Laura Frericks

EDUC 681

April 21, 2016

Lesson Plan: Prefixes

Lesson Type: Oral Language/Writing

Description: This lesson is for 3rd graders working with common prefixes. This lesson is focused
on early/emergent readers.

Common Core State Standard: R.F.3.3.A. Identify and know the meaning of the most common
prefixes and derivational suffixes.

Learning Intention: We are learning to identify, define, and create words using the prefixes: re-,
un-, pre-, and mis-.

Materials: Flocabulary video, common words list, anchor chart paper (4), paper, pencil, follow-
up prefix worksheet and classroom library books.

Procedure:

I Do Guided

Introduce the lesson by playing Prefixes Rap-Flocabulary Grammar Rap on YouTube.

Tell the students there are many prefixes, but we are only going to learn about 4 today, and
then write them on the paper.

Teach the students that when you add a prefix to a word, it can change what the word means.

Show one example for each prefix (retest, unprepared, preheat, and misunderstood).

We Do Emergent Reader/Writer Assessment

Students will work with a partner and go Teacher will assess the accuracy of the re-,
around the room to try and match up the word un-, pre-, and mis- posters as the students
card with the correct prefix. work.

They will tape their word cards on the

corresponding poster.
 We Do Early Reader/Writer Assessment

Students will find multiple examples of re-, Teacher will have the student read the
un-, pre-, and mis- prefixes in the classroom sentence in which they found the prefix, and
library. identify what that word means.

They will create a 4 column chart in their Students may also work on simply identifying
notebooks, and place the words they found in the prefix if the above is too difficult.
the correct column.

We Do Fluent Reader/Writer Assessment

Students will go around in a circle and discuss

Teacher will take note of approximately how
one prefix at a time. Each student will give an many words the group can come up with.
example of a re-, un-, pre-, and mis- prefix
until the table cannot think of any more
examples.

You Do Assessment

Students will create 4 sentences using a word with one prefix (re-, un-, pre-, and mis-) in each
sentence.

The four sentences will be used as a formative exit ticket.

Modifications:

Only working with 1 or 2 of the prefixes.

Having kids act out words with prefixes or just the prefixes alone.
Students can be given printed lists of words with the re-, un-, pre-, and mis- prefixes already
attached.
Allow students the use of dictionary for spelling purposes.

Home Connection:

A follow-up worksheet will go home with students outlining what we learned.

 Lesson Plan: Opinion Writing: What is Beauty?
Lesson Type: Oral Language/Writing/Reading

Description: This is an interactive read aloud that stems into a writing lesson for 3rd graders. The
students will be working on opinion writing. This lesson is focused on fluent readers and writers.

Common Core State Standard: W.3.1. Write opinion pieces on topics or texts, supporting a
point of view with reasons.

Learning Intention: We are learning to write about an opinion and support that opinion with
details.

Materials: Last Stop on Market Street by Matt De La Pea and Christian Robinson (John
Newberry Medal 2016 and Caldecott Award 2016), pencil, paper, computer with YouTube
access, crayons, markers, colored pencils, oil pastels, and paints.

Story Summary: CJ and his grandma ride the bus across town every Sunday after church. In the
story, CJ isnt happy about taking the trip and wonders why they have to. Grandma helps CJ see
the beauty in the world around them.

Procedure:

I Do Guided

Introduce the lesson by playing an acoustic version of Bruno Mars Uptown Funk found at
https://www.youtube.com/watch?v=vFHYdHI-p4U.

Tell the kids that we are going to be reading about a boy who hears some similar music and
how hearing it changes him and helps him learn about beauty.

Ask what they think beauty is? And have a small class discussion.

Have the kids close their eyes and imagine beauty. Give them some time to let these imagines
soak into their minds.
 Kids will join me on the carpet for the interactive read aloud.

While reading Last Stop on Market Street I will stop and pose questions. We will do some
turn and talks as well.

Stopping points: The outside air smelled like freedomwhat does this mean?

Dont you see that big one drinking through a straw?do you see
the imagine nana is talking about?

We got a bus that breathes firewhy does nana say that?

What type of people do you see here? (nana, CJ, old woman,
tattooed man)

Some people watch the world with their earshow can you watch
with your ears?

To feel the magic of musichas anyone ever felt the magic of

music? What does it feel like?

How would you describe how CJ is feeling

Sometimes when youre surrounded by dirt, CJ, youre a better

witness for whats beautifulwhat does nana mean?

How did CJs attitude change from the beginning to the end?

There are no page numbers in the book.

I will talk (briefly) about opinion essays as we

have worked on this previously.

I will tell students that they, just like CJ, are

going to write an opinion essay about what they think is beautiful.

We Do Emergent Reader/Writer Assessment

Students will gather back at their desk and Teacher will assess the work as students
draw an image of beauty while listening to explain what beauty they drew, and why
another acoustic song. they drew it (this is all verbal).

We Do Early Reader/Writer Assessment

 Students will create a topic sentence Beauty Teacher will assess that the topic sentence and
is (Or some kind of version of this). image are cohesive.

Then they will create an image of their

beauty.

We Do Fluent Reader/Writer Assessment

Students will create a topic sentence Beauty Teacher will assess the topic sentence and
is (Or some kind of version of this). supporting statements to make sure they
align.
They will need to create 3 supporting
statements that align with their opinion on
beauty.

You Do Assessment

I will play another acoustic guitar song (just like in the book).

Students will close their eyes and imagine something beautiful that they are thankful for, that
they see every day.

Students can share at the end.

Modifications:

Allowing students to look back through the book.

Students can collaborate on a beauty image.
Students can collaborate with each other to think of their supporting statements.
Students can use the voice to text google app or Microsoft Word.

Home Connection:

Students will be sent home with a worksheet to follow up.

The worksheet has them interview three people about what they think beauty is and where they
see it.