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Lesson Plan
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Morphology:
Neocomorphism
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Author: Teri Warner
Date Created: 9/25/2001 7:13:50 PM MST |
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| VITAL
INFORMATION |
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Subject(s):
English Language Arts |
Topic
or Unit of Study:
Morphology: Neocomorphism |
Grade/Level:
9 |
Objective:
In a group, the students will complete an exercise worksheet
combining prefixes, suffixes, and roots to make up ten of their
own words which they will provide a meaning for from either the
dictionary or through the combination of the morphemes, and
present those words to the class. |
Summary:
The teacher will begin with a discussion with the students about
making up languages. Next, the teacher will discuss the use of
prefixes, suffixes, and roots in the English language and why it's
important to know morphology. After classroom discussion and
examples, the class will be broken up into collaborative groups to
work on a worksheet. |
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| IMPLEMENTATION |
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Learning
Context:
This is the first lesson in a group of lessons that teach students
about prefixes, suffixes, and roots (morphology). In this lesson,
the student will learn how to identify some basic prefixes,
suffixes, and roots to develop words. |
Procedure:
Anticipatory Set:
How many of you know what Pig Latin is? [Wait for an answer.]
Okay, and how many of you ever tried to make up your own language?
[Get answers from a variety of students.] Interesting. And, how
did it make you feel when you either mastered Pig Latin or your
made-up language? [Get answers from several students.]
Teacher Input:
Much like what those of you that made up your own language did,
the English language uses prefixes, suffixes and roots to develop
new words. I'm sure some of you have heard these words before, but
let's go over them again.
Who can tell me what a prefix is? [Wait for an answer. Prefixes
are syllables added to the beginning of a word, base, or root.]
Good.
Who can tell what a suffix is? [Again, wait for an answer.
Suffixes are syllables attached at the end of a word, base, or
root.] Great.
And, who can tell me what a root is? Maybe some of you were taught
it's other name--base. [Wait for answer. Make sure the same
student isn't answering all the questions. A root, also called
base, is a word or basic element from which other words are
derived.] Wonderful. [At this point, look for confusion or boredom
in anyone's faces. If someone looks confused, write on the board
an example of each one common to the class. For example, you may
want to use the word rerun for an example of a prefix. If someone
looks bored, attempt to get them re-engaged in the discussion.]
[On the board, write down 'preview.'] Here's a word many of you
may know. What is it? [Wait for answer.] Right. [Circle 'pre'.]
And what does this part of the word mean? [Wait for answer. It
means before.] [Now Circle “view”.] And what about this part
of the word? [Wait for answer. It means seeing or examining.]
Great. [Erase 'preview' and write 'pre'.] What other words can you
think of that start with 'pre'? [Wait for answers. As the students
come up with examples, go over what the base word they are adding
means and how it makes up the word.] Great. It looks like you know
your prefixes.
What about suffixes? [Write on the board 'childlike' and circle
'child'.] What does child mean? [Wait for answer. It can mean
small person.] Okay, and what does 'like' mean? [Wait for answer.
It means resembling.] Good. [Erase 'childlike' and write 'like' on
the board.] Okay, so what prefixes or words could we add to 'like'
to make another word? [Wait for answers. As the students come up
with examples, go over what the part they added and discuss the
meaning.] Great.
So, what do you think is a root or base? [Wait for answers. A root
is a word or base element from which other words are derived.]
And, can you give me an example? [Wait for some examples and
discuss as appropriate.] Great. You know your stuff. Here's a
tough question. Can the spelling of a root change? [Wait for
answer.] Right, sure it can. And, why do you think? [Wait for
answer.] Good, because it helps make the word easier to spell or
pronounce.
Why do you think it's important to know this stuff? [See if anyone
has any ideas.] Because, when you know the meanings of the most
common prefixes and suffixes, you will have some great clues to
the meaning of bigger words you may not know. And of course, you
could always use this method to start your new language. [Look for
smiles.]
Cooperative Learning:
In a minute, I'm going to put you in groups of four and have you
work on a worksheet that I'm going to hand out. Let's go over the
instructions first. [As you are telling them the instructions,
annotate them on the board.] I want you to first put together
prefixes, suffixes, and roots to make words. Then I want you to
look up in the dictionary and see if the word you just made up is
really a word. If it is a word from the dictionary, write in what
the meaning is. If it isn't in the dictionary, I want you to write
in what the meaning is based on how your group put the word
together. I will give you about 15 minutes to work in your groups.
After that, each group will be reporting out the words they made
and each word's meaning. Understand? Any questions? [Look around
the room to see if there are any confused students. If so, go
through the instructions again.] Now separate the groups according
to the below guidelines.
Grouping:
-Groups of 4 students
-Choose the groups based on ability (high, low, and two middle
achievers)
-Ensure the group is ethnically and gender diverse
-Have some organized and some not-so organized students
-Ensure you don't have friends all together (split them up)
-Ensure you have some quiet as well as outspoken students in the
same group
Okay, sit in your groups. [Give them a few minutes to get
settled.] Now, each person in the group will have a role--no
slackers today folks.
In your group, count out 1 to 4. [Give them a minute.] Okay, raise
your hand if you are a 1? [Ensure each group has a 1.] You will be
the recorder. A recorder is responsible for writing down on the
worksheet the answers. You need to write so the person who is the
presenter can read your writing. Okay? [Look for nodding heads.]
Good. Okay, raise your hand if you are a 2? [Ensure each group has
a 2.] You will be the presenter. A presenter is responsible for
telling the rest of the class the words you made and each word's
meaning. Okay? [Look for nodding heads.] Good. Okay, raise your
hand if you are a 3? [Ensure each group has a 3.] You will be the
researcher. A researcher is responsible for looking up the word in
the dictionary and telling the rest of the group what he or she
has found. Okay? [Look for nodding heads.] Okay. Now for the 4s.
Raise your hand if you are a 4? [Ensure each group has a 4.] You
will be the time keeper. The time keeper is responsible for
ensuring the group stays on task and completes the worksheet in
the allotted time. Okay? [Look for nodding heads.] Good. All of
you need to help make up the words. The recorder is just writing
it down for the group. Make sure you leave yourself enough time to
get everything done. Any questions? Okay. [Hand out the exercise.
As you do explain the title's meaning ('Neocomorphism' -
'neo'=new, 'morph'=form, 'ism'=practice of).] Each group has a
copy? Yes, then time starts now.
[Circulate the room, giving feedback, answering questions, and
ensuring everyone stays on-task. Wait the 15 minutes. At the end
of the time, have each group report out their words and meanings.
Ask them which words they found in the dictionary and which ones
they didn't. If you find that there are some words they made up
that should be in the dictionary but they didn't find them, check
their spelling. Discuss it with the class as these may be spelling
changes.]
Debrief:
So, who can explain to me what a prefix, suffix, and root are?
[Get a variety of answers from everyone. Prefixes are syllables
added to the beginning of a word, base or root, suffixes are
syllables attached at the end of a word, base or root, and a root,
also called base, is a word or basic element from which other
words are derived.] Good. Okay, ensure all the names of the
members of your group are on the worksheet and hand it in. I will
give each of you a total of 20 points (1 point for each word and 1
point for each definition).
So how do you think it went in your groups? [Wait for answers from
all groups. If a group doesn't answer, call on them directly.] Can
you tell me what went well and what didn't? [Wait for answers from
all groups.] And how did this work for as an individual? [Wait for
answers.] Did it help or hinder your learning? [Wait for answers.]
Diversity:
If any students are having trouble with the idea, ask more probing
questions to assist them in the thinking process. When breaking
into groups, ensure you accommodate those students that have
physical limitations. |
Sample
Student Products:
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Collaboration:
Students will work collaboratively. Students will work in groups
of 4. |
Time
Allotment:
1 class period. 1.25 Hrs per class. |
Author's
Comments & Reflections:
At the end of the lesson, reflect on the following:
-Was there active participation from the students that illustrated
they were comprehending and absorbing the information?
-Was the class able to recite back what the meaning of prefix,
suffix, and root was with a little assistance?
-What were some of their difficulties?
-How did the diverse student perform to the objective? |
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| MATERIALS
AND RESOURCES |
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Instructional
Materials:
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Resources:
- Materials and resources:
Students:
-Pen/pencil
-Something to take notes on
-Dictionary
-Neocomorphism exercise (attached)
Teacher:
-Chalkboard/Dry erase board
-Chalk/dry erase markers
-Clock for time keeping
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| STANDARDS
& ASSESSMENT |
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Standards:
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 CO-
Colorado Academic Standards |
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• Subject
: Reading
and Writing
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• Standard
3: Students
write and speak using conventional grammar, usage,
sentence structure, punctuation, capitalization,
and spelling
Students need to know and be able to use standard
English. Proficiency in this standard plays an
important role in how the writer or speaker is
understood and perceived. All skills in this
standard are reinforced and practiced at all grade
levels and should be monitored by both the teacher
and student to develop lifelong learning skills
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• Grade/Level
: CO-
Colorado Academic Standards
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• Grade/Level
: Grades
9-12
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 Performance
Indicator : refining
spelling and grammatical skills and
becoming a self-evaluator of their writing
and speaking
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Assessment
Plan:
At the end of the exercise, the students will turn in their
worksheets.
Verify the following in the group report out:
-Were all group member's names on the worksheet?
-Were there 10 words developed?
-Did each of those 10 words have a meaning from either the
dictionary or the group? |
Rubrics:
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