Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
Fifth Grade Vocabulary
Suffixes and Root Words
Essential Standard/Common Core Objective:
Date submitted:
Date
RF.5.3 Know and apply grade level phonics and word analysis
taught:
March 28, 2015
skills in decoding words.
Daily Lesson Objective:
Given a worksheet handed out by the teacher, students will have successfully applied grade
level phonics and word analysis skills by answering eight out of ten questions correctly.
21st Century Skills:
Academic Language Demand (Language Function and
Communication: Students will have Vocabulary):
to communicate with each other
Contextualize: Students will be using context clues during
and the teacher throughout the
the independent practice to fill in which suffix best goes
entire lesson to explain their
with the word given in the sentence.
reasoning.
Self-Correct: Students will be self-correcting themselves
Collaboration: Students will have to during the whole lesson by answering questions asked of
collaborate with group members
them by the teacher and their peers. Students must selfduring
correct to be sure their answer makes sense in context.
Prior Knowledge:
Students will need to have prior knowledge on root words and suffixes.
Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

The teacher will be reviewing what a suffix and a root word
are. A suffix is an ending to a word that creates a new word. A
root word is a word that a suffix can be added to to create a
new word. Teacher will ask students what they remember
about these terms and correct any misunderstandings.
Today students will be completing a worksheet using suffixes
to fill in the missing suffix and create words with certain
suffixes as endings.
The teacher will be creating a bubble chart with the students
using suffixes such as: able, ing, and s. The teacher will work
with students to fill out four words that have these suffixes.
These words can include comfortable, books, raining,
swimming, redeemable, etc. Students will be called on to
think of a word that uses these suffixes and the word will be
added to the bubble chart on the board. Teacher will be asking
questing to students such as: how do you know this word fits
here? What is the root word in this word? Once the bubble
chart is filled in, the teacher will ask the students if they know
what the suffixes mean. She will go over the meanings if
nobody knows already. able- can be done; ing- happening
now; s- plural/more than one. Once everyone has
comprehended these meanings, the teacher will begin

Time

5
Minutes

5-7
Minutes

4. Guided Practice

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:
7. Closure

transitioning into guided practice by going over the meanings

of the suffixes ed-in the past; er- one who does
something; and es-more than one. The teacher will give one
example of each (painted, painter, and brushes). The teacher
will answer any questions that students may have.
Students will be working in groups, grouped by the tables they
are currently seated at, and will create a similar bubble chart
on a piece of paper for the following suffixes- ed, er, and
es. The students will have to fill in four words into the
bubbles as they did during teacher input. Teacher will be
5-8
walking around checking for understanding and being of
Minutes
assistance to any group or student who may be having
trouble. Once all students have completed the activity, the
teacher will call on groups to come up to the board and
explain and write the answers they have come up with.
Teacher will answer any questions the students may still have.
Students will be given a worksheet by the teacher and will
begin working on it independently. After a few minutes, the
students may begin working in their table groups to explain
10-12
their thinking process with their partners. Teacher will be
Minutes
walking around the room to listen for understanding and see
the students thinking skills.
Teacher will be informally assessing students as she walks around the
room observing students thinking skills and what knowledge they have
upheld thus far. Teacher will collect the bubble sheets per group and the
worksheet per student and use these as formative assessment methods.
Teacher will call students to the board to go over the
independent practice worksheet and clear up any
5-10
misconceptions the students may have at this point. The
Minutes
teacher will do a quick summary of a root word and a suffix.
The Root word worksheet should show how well students comprehend
the objective independently, and the bubble sheet will show how well
the students think in groups and how they work together.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
One student has trouble with visual
processing. I will have close monitoring on
that student and help in any way needed
during the lesson.

Student/Small Group
Modifications/Accommodations:
For students who are struggling, teacher will pull
them aside and teach a small group mini-lesson to
get them caught up.
For students who are excelling, the teacher will
challenge their thinking skills and have them
explain their thinking with her and their group
mates.
For students who are distracted easily, teacher wil

continually reengage them in the lesson and their

work.
Materials/Technology:
One worksheet per student, one paper for group bubble chart per group, pencils, white board, markers

References:
Worksheet found at: "Roots and Suffixes." Teach-nology.com. N.p., n.d. Web. 17 Mar. 2015.

Reflection on lesson:
While planning this lesson I was concerned that I wouldnt be able to help the students complete
this objective and standard because I was not comfortable teaching suffixes. Once I did some
research and found a good website that had worksheets and information on the subject, I felt
more confident to teach this to the students.
The students in the class were very active during the lesson and eager to get involved. They
seemed to understand the material throughout the lesson and only a couple students struggled.
The main struggle was the students getting the suffixes mixed up when the two suffixes shown
only had one letter different. The students worked well with their groups and were able to come
up with certain words that we had to look up to make sure they were actual words. It was
interesting to watch the students debate over some words and if they were correct or not. This
brought up many interesting and educational discussions during the lesson. I enjoyed teaching
this lesson with the class and I was happy to see that they understood the objective while I was
grading their worksheets and most students did excellent work.