Lesson Plan: Language Arts 9-12 Prefixes

ProQuest Standards-Based Learning Activity

Word Parts: Prefixes

An English Language Arts Lesson

Teacher Procedures

Appropriate for: English/Language Arts, Grades 9-12

Timeline: Three class periods

English Language Standards Addressed Through This Lesson

NCTE:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Learning Expectations/Objectives:

Students will learn about the history of the English language.
Students will learn about prefixes and how they function.
Students will study the definitions of approximately 30 common Latin and Greek prefixes.
Students will come up with one sample word for each prefix and will use ProQuest to define these words.
Students will apply their knowledge of prefixes to invent a new word and illustrate the word’s meaning.

Materials:

Computer with printer with access to SIRS, eLibrary, or ProQuest databases
Printer paper
Copies of English language article
Copies of graphic organizer:
Lined paper, pencils, pens
Plain white paper, preferably poster-sized
Markers, colored pencils, crayons
Tape or tacks

Activity Process: Directions to the Teacher

Description of Activity

Students will read an article on the history of the English language as background to the study of word parts. They will learn the definition of a prefix and the importance of being familiar with common prefixes; they will then study the meanings of common Latin prefixes. They will find one “sample” word, including definition, for each prefix. Each student will then be assigned a prefix, and will be asked to invent a word that uses the prefix, then to draw a picture that illustrates the new word. They will present their new words and illustrations to the class.

Background Information

Studying word parts is a great way to help students expand their vocabularies. Once students know the meanings of some common word parts, it’s much easier for them to grasp the meaning of the whole word in which the part is used. They can also use their knowledge to make educated guesses about words they don’t know.

Prefixes -- word parts that carry certain meanings, and that appear at the beginnings of words -- are often easy to recognize. For example, once you understand the definition of the prefix “pre,” you naturally start to recognize it in the word “prefix” and many others. Root words, and some suffixes, tend to be trickier. And since approximately 60 percent of English words come from Latin, Latin prefixes are a logical place to start. Before class begins, make copies of the Latin prefix graphic organizer included with this lesson plan.

In order to understand word parts, it’s helpful for students to have an overview of the development of the English language. Before class begins, go to this ProQuest editor-selected website print out the article, and make enough copies for everyone in the class.

Outline of Procedures — Day One

Hand out copies of the English language article to the class and read it aloud together. When finished, facilitate a brief discussion. Ask students what they learned by reading the article. Ask them if they can think of other examples (aside from the ones mentioned in the text) of English words that come to us from other languages. Point out that English words have developed from many different sources. Also point out that the language is fluid and continues to evolve; ask students if they can think of any really new English words -- words that are widely used but may not yet be in dictionaries. You can also show students some very new words, such as "Afropean," that have already become accepted as part of the language.
Tell the class that you’re going to begin looking closely at English vocabulary by studying one type of word part: prefixes. Explain that a prefix is not a word in itself, but is a word part that appears at the beginning of a word. All prefixes have meanings, and once you can recognize and understand common prefixes, your vocabulary will naturally grow.
Distribute the graphic organizers to the class. Go through the first several prefixes together: read the definition of each, and then ask the class for examples of words that contain them.
Students will work individually or in groups, depending on the number of computers in the classroom, to find and define words that contain each of the prefixes on the list. (You can also work through the graphic organizer together as a class, if you have one computer and a projector.) Students should come up with one “sample” word for each prefix and copy their word onto their five-column graphic organizer. Using ProQuest, students should look up the definition of their sample words, and note them on their graphic organizers. To look up words, have students:
Go to ProQuest.
In SIRS click Dictionary; in eLibrary click Reference > Dictionary.
Type your word in the box.

Outline of Procedures — Day Two

If necessary, allow students time to complete their list of sample words and definitions for each prefix.
Assign one prefix to each member of the class. Depending on the size of the class, you may have some left over. Students will invent a new word, one that doesn’t exist in English, using the prefix they have been assigned. Before students begin to work individually, you may want to come up with a few examples together as a class. For instance, a “transtest” could be a test that includes material from across the curriculum; a “benedog” is a good dog. Using two or three prefixes that haven’t been assigned to students, give them several minutes to write down some made-up words that contain each prefix. Ask for volunteers to share their new words with the class.
After students have spent some time brainstorming and generating their new words, they will work on a drawing that illustrates the word’s meaning. They should use color and detail in order to make their word memorable. Students who do not complete their illustrations in class will finish them as homework.

Outline of Procedures — Day Three

Students will take turns to present their new word and illustration to the rest of the class. During their presentations, students should remind the class of the meaning of their prefix, and should explain the meaning of their new word, using their drawing to illustrate the definition. Visit the ProQuest Editor's Choice Web site at for tips on helping students to give effective oral presentations.
As students listen to the presentations, they should write down each invented word and its definition on their graphic organizer in the row for that prefix.
Completed illustrations can be displayed around the room. Collect students’ graphic organizers or walk around the room to check that they’re all complete.

Assessment

Students will be evaluated based on these criteria:

Did student successfully complete the graphic organizer, including one sample word with definition for each prefix?
Did student use ProQuest to research definitions?
Did student come up with a new word using his/her assigned prefix?
Did student illustrate the word using care, originality and detail, in order to make it memorable to the class?
Did student clearly present his/her new word and illustration to the class?
Did student listen carefully to the other presentations, writing down each invented word and its definition?

Optional Extended Enrichment Activities

The same lesson can be adapted for use with compound words. Go to the Editor's Choice Web site for ideas.
Using prefixes, suffixes or root words, start a “Word Part of the Day” tradition in your classroom. At the beginning of each class, write a new prefix, suffix, or root on the chalkboard. Ask the students if they know, or can guess, the definition of the word part. Ask them to provide some examples of words that contain the part. Students should keep a list of each word part, plus sample word and definition, in their notebooks.
Instead of, or in addition to, drawing their new word, students can write a short story or poem to illustrate its meaning.
Ask student to do a “prefix find” (or suffix or root word) for homework. This helps students to pay attention to the prevalence of words that use prefixes, and helps to reinforce prefix definitions. On their way home from school, at home, at after-school activities, students should keep an eye out for words that use prefixes, and make a list of as many as they can find. Some places to look: billboards, newspapers, magazines, cereal boxes, directions in textbooks, etc.
Create a prefix word wall in your classroom. Ask each student to come up with a word that contains a prefix you’ve studied, and then to write out the word and its definition on construction paper, using bright colors, unusual lettering -- anything to make the word visually interesting. You may also ask students to illustrate the word they’ve chosen. Post the illustrated words on a wall in the classroom, where students will be able to see and study them easily, and change the display periodically.

Word Parts: A Prefix Lesson

An English Language Arts Activity – Student Version

Memorizing vocabulary words is one way to expand your vocabulary. Luckily, there’s also a simpler (and hopefully more fun) way to do the same thing: by studying word parts.

Prefixes are one type of word part. They are usually brief (two or three letters long) and come at the beginning of words. Many prefixes come to us from Latin and Greek, and all of them have fixed meanings. Once you know the meaning of some common prefixes, vocabulary-building becomes a lot easier. You can use prefixes to help you to understand familiar words, and you can also use them to make educated guesses about words you don’t know.

During this activity…

We will read an article on the history of the English language as background to the study of word parts.
We will review the definition of a prefix and the importance of being familiar with common prefixes.
Each of you will then study the meanings of approximately 30 Latin prefixes. You will use ProQuest to find one “sample” word, including definition, for each prefix. You will note these words and definitions on a graphic organizer you create.
Each of you will then be assigned one prefix, and will invent a new word that contains the prefix.
You will draw a picture that illustrates your new word.
Finally, you will present your new word and illustration to the class.

Day One

Together, we’ll read and discuss an article about the history of the English language. Here are some questions to think about as we read:

What words can you think of that have come to English from other languages?
Can you think of any really new English words -- ones that are used commonly but probably aren’t included in the dictionary?

You will all receive lists of Latin prefixes and a graphic organizer. You’ll work individually (or in groups) to brainstorm words that contain each of the prefixes on the list. You’ll need to come up with one “sample” word for each prefix and copy it into the second column your graphic organizer. Using the ProQuest Reference Desk, look up the definition of your sample words, and note them on your graphic organizer, in the third column. To look up words:
Go to ProQuest SKS and click Dictionary.
Or, go to eLibrary and click the Reference tab > Dictionary.
Type your word and Search
Review the definitions.
Write down the definition of your sample word in your graphic organizer.

Day Two

Each of you will be assigned one Latin prefix. Your assignment is to invent a new word, one that doesn’t exist in English, using the prefix you have been assigned.
After you have come up with your new word, you’ll work on a drawing that illustrates the word’s meaning. Use color and detail in order to make you word memorable. Students who do not complete their illustrations in class will finish them as homework.

Day Three

You will take turns to present your new word and illustration to the rest of the class. During your presentation, remind the class of the meaning of your prefix, and then explain the meaning of your new word, using your drawing to illustrate the definition.
As you listen to the other presentations, write down each invented word and its definition on your graphic organizer, using the fourth and fifth columns. Save your graphic organizer so you can turn it in.
Completed illustrations will be displayed around the room.

Assessment

You will be evaluated your work based on these questions:

Did you successfully complete the graphic organizer, including one sample word with definition for each prefix?
Did you use ProQuest to research definitions?
Did you come up with a new word using your assigned prefix?
Did you illustrate the word using care, originality and detail, in order to make it memorable to the class?
Did you clearly present your new word and illustration to the class?
Did you listen carefully to the other presentations, writing down each invented word and its definition in the graphic organizer?

Latin Prefixes Graphic Organizer (Page 1)

Prefix / Sample Word / Sample Word Definition / Imaginary Word / Imaginary Word Definition
Ab (away from)
Ad (to, toward)
Ambi (both)
Bene (good)
Centro, centri (around, center)
Circum (around)
Con (with, together)
Com (with, together)
Contra (against)
De (down, away)
Dis (apart, not)

Latin Prefixes Graphic Organizer (Page 2)

Prefix / Sample Word / Sample Word Definition / Imaginary Word / Imaginary Word Definition
Ex (out of, from)
Inter (between)
Intra (within)
Il (not)
In (not)
Im (not)
Ir (not)
In (into)
Im (into)
Mal, male (bad, evil)
Ob (against)

Latin Prefixes Graphic Organizer (Page 3)

Prefix / Sample Word / Sample Word Definition / Imaginary Word / Imaginary Word Definition
Per (through)
Post (after)
Pre (before)
Pro (for, forward)
Re (again, back)
Retro (back)
Se (away from)
Sub (under)
Sur, super (over, above)
Trans (across)