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English lesson plan · 5th grade (Year 6 in England) · 30 minutes

Verb prefixes de-, dis-, mis-, over- and re-

Vocabulary

CCSS L.5.4.BEngland: Y5 GPS (verb prefixes dis-, de-, mis-, over-, re-)

Objective and success criteria

Students will: Verb prefixes de-, dis-, mis-, over- and re-.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Prefixes sub-, inter-, super-, anti- and auto-; Opposites with il-, im-, ir- and in- (illegal, impossible, irregular)

Leads to: the next skill in this area.

Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Prefixes sub-, inter-, super-, anti- and auto-; Opposites with il-, im-, ir- and in- (illegal, impossible, irregular)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What does "antifreeze" mean? (a very cold liquid / a liquid that works against freezing / a liquid between two layers / a liquid that freezes quickly) → a liquid that works against freezingPrompt: Find the prefix and think about what it means.
  2. Which prefix makes the opposite of "regular"? (il / im / ir / in) → irPrompt: Look at the first letter of the root word.
  3. Which prefix completes the word? ___view (a meeting between two people with questions) (sub / inter / anti / auto) → interPrompt: Read the clue in brackets.

Hook · 3 min

  • Show an interesting word in a sentence and ask what it might mean from the clues around it.
  • Share the objective: Verb prefixes de-, dis-, mis-, over- and re-. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What does "misplace" mean?
  • Step 1: Verb prefixes change what the action means.
  • Step 2: So the answer is: put in the wrong place and lose
  • Answer: put in the wrong place and lose
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What does "mislead" mean? (stop leading / lead again / lead too much / lead in the wrong direction) → lead in the wrong directionPrompt: Split the verb into prefix + root.
  2. Which prefix fits? Use the clue in brackets. The ball will ___flate if it has a hole. (let the air out) (de / dis / mis / re) → dePrompt: Read the clue in brackets.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What does "misplace" mean? (place again / place too much / put in the wrong place and lose / remove the place) → put in the wrong place and losePrompt: Split the verb into prefix + root.
  2. Which prefix fits? Use the clue in brackets. Please ___charge the tablet before the trip. (charge again) (dis / mis / over / re) → rePrompt: Read the clue in brackets.

Watch out for

  • Picking a "bigger" synonym that doesn't fit the meaning.
  • Ignoring the clues in the rest of the sentence.

Support and stretch

Support

  • Review first: Prefixes sub-, inter-, super-, anti- and auto-.
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Verb prefixes de-, dis-, mis-, over- and re-

Name

Date

Score/ 6

  1. Question 1

    What does "decode" mean?

    • A. code too much
    • B. turn a code back into ordinary words
    • C. write a code
    • D. code again

  2. Question 2

    Which prefix fits? Use the clue in brackets. Before cooking, ___frost the chicken in the fridge. (remove the ice)

    • A. de
    • B. mis
    • C. over
    • D. re

  3. Question 3

    What does "dehydrate" mean?

    • A. add water again
    • B. remove the water from
    • C. wet wrongly
    • D. drink too much

  4. Question 4

    Which prefix fits? Use the clue in brackets. Please ___write your story neatly. (write again)

    • A. de
    • B. dis
    • C. over
    • D. re

  5. Question 5

    Which prefix fits? Use the clue in brackets. The magician made the rabbit ___appear. (stop being seen)

    • A. dis
    • B. mis
    • C. over
    • D. re

  6. Question 6

    What does "reconsider" mean?

    • A. think about again
    • B. stop thinking
    • C. think wrongly
    • D. think too much

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Answer key: Verb prefixes de-, dis-, mis-, over- and re-

  1. 1. B. turn a code back into ordinary words

  2. 2. A. de

  3. 3. B. remove the water from

  4. 4. D. re

  5. 5. A. dis

  6. 6. A. think about again