Resources


Created by:

cathiballard
Profile image
Add teacher to your contacts Send a message
Location:
FRONT ROYAL, VA
Grade:
7
Subject:
N/A
Class Size:
N/A
Resources:
1
Recent Resources
  1. Affix This! (NTTI Lesson 2007-2008)
More Resources

There are 1 assets for this resource.

Materials:

Media Components

Segments used:

            Segment 2 – Prefixes and Suffixes: A Message from Dark Marker (2:48)

            Segment 3 – Root Words: Off to Italy (3:53)

            Segment 4 – Suffixes: Decoding Another Clue (5:35)

            Segment 5 – Review: A Fight at the Roman Coliseum (5:36)

The sections are also cued out in this lesson plan using time/audio/visual cues in order to use the downloaded full video.

  • Digital Projector
  • Internet access on teacher computer
  • Interactive Whiteboard (SMARTboard) with Notebook software
  • Optional Website: www.onelook.com [www.onelook.com] – dictionary search

 Materials and Student Handouts

Portion used: Grade 6-8; pages 131-2 (one per group/4 students per group)

Portion Used: Root Words Fact Sheets 1&2; Prefixes Fact Sheets 1-4; Suffixes Fact Sheets 1-4.

Portion Used: Root Words Worksheet 1; Prefixes Worksheets 1&2, Suffixes Worksheets 1&2.

 Teacher Preparations

  • Connect and check all media
  • Make sure you have a user name/password for Discovery Education Streaming
  • Bookmark Pendemonium: The Italian Job video from Discovery Education Streaming (or download full video).
  • Print and make copies of the Root Tree from VDOE site
  • Determine what root words to use in teacher example and for each root tree group
  • Print and make copies of roots/affixes practice sheets from BBC site (Skillswise)
  • Scan all textual work into Smart Notebook to use as overhead
  • Enter boardwork questions in Smart Notebook
  • Determine methods of assessment upon completion of root/affix homework

Goals:

On completion of this lesson students will be able to:

  • Analyze and identify common roots and affixes
  • Apply principles of root/affix identification to build vocabulary
  • Activate prior knowledge of roots and affixes

(This lesson addresses Va. SOL English 6.3, 7.4, 8.4)

Resource Instructions

Introductory Activity

1. Focus: “What are some words you know that use common roots/affixes?”

    Activity: When students enter the room, there will be some sentences on the board using common roots/affixes.  For boardwork, students will answer the questions in their composition books and be prepared to share their answers.  Questions on the board will be the following: “How many wheels are there on a bicycle?” “When you see a preview, does that occur before or after you see the movie?” and “If something is impossible, can you do it easily?”   Also listed are: “What are some words you know that start with the prefixes tri-, pre-, and im-?  What are some words you know that end with –able or –ible?”

    Follow-up: The teacher asks separate students the answers to the questions and prompts discussion based on the prefixes tri-, pre-, and im-; and the suffix –ible.  Students will be able to identify three of something in a compound word (tri-), something that occurs before (pre-) and something that is not (im-). Students will also be able to compare –ible to –able and recognize that both mean ‘able to.”

 Learning Activities

 1. Focus: What are the three basic parts of a word? SAY “During this clip we are going to be reviewing the three basic parts of a word – a prefix, the root word, and suffix.  Pay attention to how these different affixes are attached to the root word.”

    PLAY: Full Video -- Start time cue at 2:57. Audio cue: Right after the theme song stops with “Pendemonium.”  Visual cue: ‘Pendemonium: The Italian Job’ will be on the screen.  Segmented Video -- Play Segment 2 – Prefixes and Suffixes: A Message from the Dark Marker.

    PAUSE: Full Video -- End time cue at 5:50. Audio cue: Right after Arturo says “Buongiorno Italy!”  Visual Cue: The background behind the pens gets erased by Arturo and he starts to sketch a new background.  Segmented Video – Segment 2 will end automatically.

    Follow-up:  ASK “What prefix did we learn that can be added to the word “possible”    so it means “impossible.”  Students should remember the prefix im- can be added to make the word impossible.

2. Focus: What word part is added at the beginning of a word? SAY “During this clip, focus on different prefixes (beginnings of words) that can be added to words to mean the same thing as others.”

    PLAY: Full Video -- Re-cue – start at 5:50, where last focus ended.  Segmented Video – Play Segment 3 – Root Words: Off to Italy.

    PAUSE: Full Video -- End time cue at 9:50.  Audio cue: Right after Arturo says, “Prepare to be amazed.” Visual Cue: The background behind the pens gets erased by Arturo and he starts to sketch a new background, while they are on the boat.  Segmented Video – Segment 3 will end automatically.

    Follow-up: ASK “What other prefix can be added to a word to mean ‘not?’”  Students should be able to recognize that the prefix un- can also mean not, as well as im-.   

Extensions:

3. Focus: What word part is added at the end of a word? SAY “During this clip, focus on different suffixes (ends of words) that can be added to words to change meaning.

    PLAY: Full Video -- Re-cue – start at 9:50, where last focus ended.  Segmented Video -- Play Segment 4 – Suffixes: Decoding Another Clue.

    PAUSE: Full Video -- End time cue at 15:15.  Audio cue: Right after Arturo says, “Okay, here it goes.” Visual Cue:  The background behind the pens gets erased by Arturo and he starts to sketch a new background, removing the boat from view.  Segmented Video – Segment 4 will end automatically.

    Follow-up: ASK “What suffix did we just learn about?”  Students should be able to identify suffix and recognize –ful as meaning “full of.”

4. Focus: How do the three different parts of a word differ? SAY “During this clip, take note of what suffixes and prefixes do to a root word to change meaning.”

    PLAY: Full Video -- Re-cue – start at 15:15, where last focus ended.  Segmented Video – Play Segment 5 – Review: A Fight at the Roman Colosseum.

    STOP: Full Video -- End time cue at 20:50.  Audio cue: Right after Arturo says, “Ciao, Italy!” Visual Cue:  Arturo starts to jump up to sketch a new background.  If you hear, “Oh no,” you have gone too far.  Segmented Video – Segment 5 will end automatically.

    Follow-up: ASK “What is the different between a prefix, suffix, and root?”  Students should be able to identify that a prefix is found at the beginning of a word, a suffix is found at the end of a word, and both can change the meaning of a word.  A root is what the meaning of the word stems from and cannot be broken down any further after removing affixes.

Culminating Activities

1. Focus: On the SMARTboard, show students a root tree from the Enhanced Scope & Sequence portion of VDOE curriculum guidelines.  Work through on example of a root word, and what other words can be made from that root word.

    Activity: Break students into groups of four, with two dictionaries at each station and one root tree per group.  Students are to identify what different words can be derived from each root word adding common affixes (prefixes/suffixes) – students may use dictionaries to identify words correctly.  If students need further help finding words with similar affixes, they can use the website http://www.onelook.com [www.onelook.com] which is a site that allows reverse lookup using different searches.  Each search is identified in an easy-to-use chart on the website’s homepage.

    Follow-up: Students are to share their root trees with each other – having the other groups guess what the newly created words mean based on the affixes attached.

Assessment:

Assessment

  • Completion of root/affix practice pages – identifying common roots/affixes and derivatives.

 Community Connections

  • Language acquisition from town sights (street signs, advertisements, etc.)

 Cross-Curricular Extensions

  • Multiple curriculum – students can identify unfamiliar words using knowledge of common affixes.
    • Geometry – identify shape prefixes (poly-, hex-, tetra-, etc.)
    • Science – identify different studies based on suffix (-ology)

 Adaptations (optional)

  • Copies of pre-view/post-view question for students to use during each clip –

      focus on question.

  • If no SMARTboard – can use an overhead projector or document camera for Root Tree example.

To Top

  • Attachments:

    1. DOCCathi Jo Ballard - NTTI - A... (download)

Posted by: cathiballard

I had to break up the Resource Instructions and put part in the Extensions, but you can pick and choose what segments to show and what culminating activities to complete with the assignment.