Challenge Grant Learning Interchange (Unit)

Scare(ing) Me

Developed by Deenene Armstrong, Laree Glasgow, Curt Frye

English/Language ArtsLanguages

Scare(ing) Me

After reading material about monsters, the student will be able to identify how word parts contribute to the whole. The student will create new words by combining prefixes, suffixes, and root words.

Nevada Objective(s):
2.4 - The student will apply the meaning of Greek and Latin derived roots
and affixes to determine the meaning of words encountered in reading across the curriculum.

Subjects: English/Language Arts, Languages
Learning Level: Middle School
Author(s): Deenene Armstrong, Laree Glasgow, Curt Frye
Submitted by: George Breaz

Classroom - Time is dependent on initial reading of the story. 2-4 weeks

Grouping / Interaction(s):

Whole group - activity will be led by teacher
Small group - student pairs, shared brainstorming
Individual - create monsters

Day 1 - Building background for lesson

1. K-W-L, basic knowledge of word origin

2. Teacher will write "Review/Preview" or words using similar roots.
Students will underline similarities (roots) and share in a class discussion of the differences.

3. Teacher will reinforce discovery of similarities and differences by labeling prefixes, suffixes, and root words.

Day 2

1. Read first few pages of selection and have students self-select words for prefix, suffix identification and create a group list of words with different
prefixes and suffixes.

2. Pass out Appendix 2.2.A-C (1-6) and discuss.

3. Students will review lists of words and connect their understanding of word parts.

Day 3 - 5 - Identify Greek and Latin affixes

1. Finish reading story and regular story discussion and understanding.

2. Students will list ten words from text that include different prefixes or suffixes. Student will share selected words after making flash cards.

Day 6

1. Students will work in small groups to create names from new knowledge about words for monsters.

2. Students will create rough drawing of monster, labeling different parts.

3. Students will create a rough draft that includes a drawing of the monster and supplies needed to create final version.

Day 7 - 8

1. Student will create monsters using their own materials and school-provided supplies.

Day 9 - 10 - Assessment

1. Students will present monsters while teacher assesses understanding of objective.

Students will present completed monster that reflects understanding of prefixes, suffixes, and root words.