LESSON PLAN OUTLINE

JMU Elementary Education Program

Bryce Curd
Mrs. Gregory William Perry ES
September 10, 2015 8:35
Submitted September 6, 2015

A. TITLE/TYPE OF LESSON:
Greek and Latin Roots (Language Arts)
B. CONTEXT OF LESSON:
This lesson is an introduction to learning Greek and Latin prefixes. The students have shown
readiness based on their use of a thesaurus and dictionary when working on their reading and writing. The
students have also learned about ancient Greece and Rome in both third and fourth grade. The preassessment was an observation of how they did with the previous unit on using context and sentence
structure to determine meanings and differentiating among multiple meanings of words. They have also
been applying knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and
homophones.
The students have shown interest in prefixes in other areas as well such as math when wanting to
know why certain numbers have the beginning sound that they do and in science with certain terms and
vocabulary. This lesson is appropriate at this time because the students are working on expanding their
vocabularies as they write descriptive essays and move towards writing personal narratives. The students
have started reading groups and may come across words that they are unfamiliar with so having a basic
knowledge of Greek and Latin prefixes may help them to decode a word.
This lesson follows the pacing guide and fits in the sequence of expanding vocabulary when reading
(VA SOL English 5.4). As far as child development this lesson fits with the idea that children learn from
simple to complex. By starting the unit with working on using context to clarify meaning of unfamiliar
words and phrases then moving to using context and sentence structure to determine meanings and
differentiating among multiple meanings of words, the students are starting with a familiar objective that
they have done in previous grades. They then moved on to using knowledge of affixes, synonyms,
antonyms, and homophones as well as identifying an authors use of figurative language. The students
have also been using dictionaries, glossaries, thesauri, and other word-reference materials. Now they are
ready to move on to a more complex task like studying word meanings across content areas and knowing
roots.
C. LEARNING OBJECTIVES:
Understand
Students will understand how to
apply their knowledge of word
structure and context clues to
determine the meanings of
unfamiliar words.

Know
Students will know how to build
their knowledge of word origins
by learning about Greek and
Latin affixes.

Do
Students will begin to learn
about Greek and Latin affixes.

D. ASSESSING LEARNING:
The students will watch the introductory video and be paying attention so that they have an idea as to
what will come next. The video will help them to answer the worksheet. The students will work in groups
to fill out the Greek and Latin roots. Each student will have all the sections of the worksheet correctly

filled in. For the first section there will be a meaning or definition. For the second section there should be
examples that can include pictures as well as words. Once the class has completed the worksheet they will
move on to the online interactive practice. This practice will allow them to guess the meaning of clusters
of words. During the group part the students will all contribute in filling out the sections and should work
together to come up with an answer. The students will all have at least one example for each root word.
The students should also have at least one meaning for each root word and as a class should reach a
consensus. While on the internet the student should stay on the assigned site and should be able to
correctly complete at least three clusters of words.
E. RELATED VIRGINIA STANDARDS OF LEARNING:

5.4

The student will expand vocabulary when reading.

a)
Use context to clarify meaning of unfamiliar words and phrases.
b)
Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c)
Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d)
Identify an authors use of figurative language.
e)
Use dictionary, glossary, thesaurus, and other word-reference materials.
f)
Develop vocabulary by listening to and reading a variety of texts.
g)
Study word meanings across content areas.

F. MATERIALS NEEDED:
- Worksheet (Mr. Curd)
- Video (Mr. Curd)
- Projector/Whiteboard (Mrs. Gregory)
- Elmo (Mrs. Gregory)
- Pencils (students)
- Laptops (students)
C
G. PROCEDURE:
Preparation: To prepare for the lesson I will print off copies of the worksheet for every student and have
those ready to hand out. I will also have the answer key ready for my use. I will have the video clip pulled
up and ready to go on the projector before the class starts. The class will already be sitting at their desks
in groups.
Engage: To engage the students I will start by showing them a video called Greek and Latin Roots in
Everyday Life. This will be my hook and will prepare the students for the rest of the lesson. This video is
approximately three minutes long. As the video is playing I will observe and make sure each student is
paying attention. After we watch the video I will pass out the worksheets to each group.
Implementation: After the worksheets have been passed out I will tell the class the directions which are:
Read through each root word and fill out the meaning column and the example columns as a group.
Work on this for fifteen minutes and be sure to work together to fill out every box. Make sure to have at
least one definition for each root word as well as one or more examples. The examples can be a picture or
a word. If your group finishes early, try to think of another example for each word. Once everyone is at a
good stopping place we will go over the sheet together. As the students are working on the worksheet I
will walk around and observe each group. I will make note of how each student is understanding the root
words by my checklist. I will be sure to make it to each group to see how the students are working
together and also to make note of their progress. If the students get stuck or are having trouble coming up
with an example I can step in to remind them about the video that we just watched as well as ask them
where they may have seen that root word. I can also help them with reading the root word and connecting
it to a more familiar ending such as quart instead of quartus or anni instead of annus. As the class

is working I will write the link to the online interactive practice on the board. If a group finishes early I
will ask them to come up with another example for each word. As more groups start to finish I will ask
the group to go get their assigned laptops from the cart and bring them back to their desks. I will tell them
not to open them or touch them yet until we have gone over the worksheet. Once everyone is at a good
stopping place or the fifteen to twenty minutes have passed, I will stop the class and have them look at me
to go over the answers. I will project the worksheet onto the whiteboard so everyone can see it. We will
then fill out each box as a class. If the students are confused about a root word we will go over it and why
they might have gotten confused. I have my answer key as a reference to help. I will also remind the
students that this is just practice sot they do not get upset. We will go through each root word by
providing the meaning then an example or two. Once we have filled out the worksheet I will tell the
students to stack the papers in the middle of the desk and I will collect them. I will then tell the students to
open their laptops and go to Safari and then type in the link for Alpha Dictionary Greek/Latin Roots. I
will tell them to scroll to the practice part and that they will have to the end of the period to practice
guessing the meanings. As they work on this I will walk around and observe them and make sure they are
on task. I will again remind them that this is just practice but that they will need to try and get at least
three correct. As the end of the block approaches I will tell the class to exit out and then shut their
computers.
Closure: For closure I will ask if anyone knows where Greek and Latin originated from. I will call on a
few students that have guesses and then show the class using the Elmo and projector a map of Ancient
Italy where Greek and Latin originated. I will mention that it is from 6 th Century BC and that we still use
some of their language today.
Clean-Up: I will have collected the worksheets as the students are on their laptops. After they close their
computers and we have our closure I dismiss them by tables to put away their laptops then sit quietly at
their desks.
H. DIFFERENTIATION
I plan to meet the needs of all my students by giving them ample time to complete each task. I
have also allowed them to interact with the content through multiple facets. They have a video to watch
and learn from as well as a worksheet and online. The students will be listening, visualizing, writing,
drawing, typing and talking. They are given multiple ways to show that they know the content as opposed
to just one. While they may not be the best writer, maybe they enjoy drawing so they are allowed to do
that. If they enjoy watching videos or interacting with content online, they are given that opportunity as
well. The students are also working together to complete a task so everyone has to opportunity to
contribute and cooperate as a team. For those that like to work alone they will have that opportunity once
the other tasks have been completed by going online. This lesson does not require any moving around or
activity that would limit someone with a physical disability. If getting the laptop is a problem for someone
I am willing to get theirs for them or have another student get it. If a student or group of students finishes
early I will have them go back and add more examples. I will also ask them to pick a root word that they
would most want to share with the class. The group that finishes early will also be the ones to get their
laptops first. For those that struggle I will work with them and their group to come up with an answer. I
can also give the group a dictionary if they are having problems coming up with answers. I will remind
the students to make reference to the video we watched and also the worksheet when doing the online
practice.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One thing that could go wrong is having a fire drill or an assembly. If this happens we will
complete as much as we can and regroup after we get back. We can go over the worksheet as a class
instead of in groups to help save on time. We could also save the online practice until the end of the day
and use it as a review.

Another thing that could go wrong is a child or group of children refusing to work with one
another. If this were to happen I would make sure I identify this problem then work with that child or
group of children to come up with a solution. I could switch students around until I have come up with a
group that will work or I can work with that child individually if they would rather do that. If this lack of
cooperation becomes a problem then I will address it and tell him/her that they will not get computer time
at the end of they do not work with his/her group.
Yet another problem could be that the projector or Elmo does not work. If this happens I can tell
them that the movie will be watched once I fix the projector but to work on the worksheet as planned.
Since I would not have a hook if this happened I could ask the class what they know about Greece and
Rome and how their language plays a part in ours. I would go over the worksheet and do the first root
word together with the class. If the Elmo does not work I would have to read my answers and perhaps
draw the examples on the whiteboard instead. I would also just hold up or pass around the map at the end.