Student Name: Dustin Adams Lesson Plan No. 4
Cooperating Teacher Name: Mrs. Poe Subject Area: Literacy Grade Level 4th
Signature for Approval (Cooperating Teacher)
Date Prepared: October 14, 2005 Date Taught: October 19, 2005
STANDARDS: LA 4.1.4 Use common roots (meter = measure) and word parts (therm =
heat) derived from Greek and Latin to analyze the meaning of complex words
TOPIC (key point; concept; skill):
Greek and Latin prefixes, suffixes, and roots in the English language.
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to become
more familiar with how the English language works and that it is made up of many words
with origins in other languages, TSWBAT match 16 unfamiliar English words with their
meanings based on the definitions of the Greek and Latin words that make up the English
words which can be found on the worksheet as well as fill in the 11-blank crossword
puzzle of familiar English words based on the definitions of the Greek or Latin words
that the English words are composed of, all of which will be done individually and
collected at the end of the lesson and graded as a point total out of 27 with each question
being worth one point and a grade of less than 24 will not be considered satisfactory,
after the instructor explains that many words in English are derived from Greek and Latin
prefixes, suffixes, and roots.
MATERIALS: 25 worksheets teacher-made matching worksheets with 16 matching
problems and a key of 42 Greek and Latin prefixes, suffixes, and roots on the back, 25
teacher-made crosswords sheets with 11 familiar but complex words to be filled in,
whiteboard, dry-erase markers, one toga made up of a sheet and safety pins, and each
student will need his or her pencil.
I. PROCEDURES (teacher and student tasks)
A. Beginning of lesson
1. Classroom management step (to have students ready to learn, in listening
position, where they need to be): While wearing a toga, the instructor will flip
the lights off and on again until the children are quiet. If a student or students
do not respond, I will walk up to his or her desk and stand until he or she is
2. Statements to initiate or set the stage for the lesson; motivation; review: In the
character of an ancient Greek, I will explain that the English language has
borrowed many words from Greek as well as Latin.
B. Instruction Steps:
*=Modifications (strategies to meet individual, special needs: either at a particular
step or in general for the lesson):
1. Explain that if a person is looking to make a new English word he or she may use the
meaning of the word to find Greek or Latin words that get the idea across and make a
complex word in English. Explain the word “android” is made up of the words “andr”
which means “man” and “oid” which means “like” in Greek. Then explain an android is
a robot that is human-like.
2. Then ask if any child knows what philosophy or psychology is. If a child answers
with a nearly correct answer, explain that philosophy is made up of the words “philo”
meaning “love for” and “sophy” meaning “wisdom” or “psych” meaning “mind” and
“ology” meaning “study of” in Greek. At this point explain that Greeks speak Greek and
Romans speak Latin.
3. Tell the children that they will be thanking the Greeks and Romans for many of the
words used by the English language. Read the words: academics (Greeks), percussion
(Greeks), acoustic (Greeks), discipline (Romans), psychic (Greeks), different (Romans),
audible (Romans), eloquent (Romans), pesticide (Romans) and after each of which the
children speak out in unison “Thank you Greeks” or “Thank you Romans” as two
randomly chosen students hold up cards with either Greek or Roman written on it
according to whether the word read aloud is on the card he or she is holding or not. For
example, student A will see academics on his or her card and he or she will raise it when
I say “academics.”
4. Then allow the children that were holding the cards to pass out the worksheets. Tell
the children that to fill out the crossword they will have to find the Greek or Latin words
that mean what the clue is asking for and find the English word that is made up of those
words and on the matching worksheet they will have to break the question into parts and
find the Greek or Latin words with definitions that are closest to the definition given and
then find the complex English word that looks as if it is made up of those Greek or Latin
words. The students are to use the Greek and Latin words and definitions on the back of
the matching worksheet to help with both the matching and the crossword. *for the
auditory learners, I will allow the students to quietly think-aloud.
5. Walk around the class as the students work individually and answer questions they
have by referring to the Greek and Latin word list and definitions or breaking the word or
definition its parts and having the child work through the problem in pieces. *for the
students with attention problems, I will place my hands on his or her shoulders as I walk
around if he or she is not focused.
C. Closure statement (brief lesson review; summary; what will follow; doesn’t have to
be the last step if something is going to be made or an activity will follow): I will ask
student volunteers to tell me a complex English word, the Greek or Roman words in it,
and what those words mean, and if the Greek or Roman definition is close to the English
definition of the complex word. Five students should do this out loud.
II. ASSESSMENT (objective met by students: observation, written work, presentation,
quiz, etc.): I will collect both the crossword and matching worksheet which were done
individually at the end of literacy time and grade them together as out of 27 with each
one being worth one point and the grade will be recorded in the Reading section of the
teacher’s gradebook and any grade lower than a 24 will be considered unsatisfactory and
the student will fix his or her mistakes for half credit and the papers will be returned to
the students by the end of the next class.
III. EXTENSION AND REMEDIATION (what will be done beyond lesson;
strategies for those who need further instruction, assistance):
1. If all of the children catch on very quickly, I will put the students in groups of
three to put together complex words from the roots and look up the definitions
of those words in the dictionary after predicting the meaning.
2. If one child is ahead of the class, I will ask that child to put the roots together
into real or nonsense words and write the real definitions for the real words
and made up definitions for the made-up words.
1. If one child is not gaining understanding, I will help that child make flashcards
out of the Greek and Latin words and definitions to use while he or she is working
on the worksheets so he or she can find the card he or she needs and turn it over to
find the information he or she needs.
2. If the entire class is not gaining understanding, I will make one side of the
class Greeks and the other side Romans and I will assign each student a root word
and a definition and as a class, we will work together through the worksheet and
as I say the word a student has, that student will stand and read the definition of
that word and as a class we will put the meanings together.
The students will each receive a slip of paper with a Greek or Latin root on it with its
definition and the student will go home and find a complex English word with that root in
it and write the word with its definition to be turned in the next day for a completion