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English lesson plan · 10th grade (Year 11 in England) · 30 minutes

Etymology and advanced roots

Vocabulary

CCSS L.9-10.4.BCCSS L.11-12.4.BEngland: GCSE English LanguageEngland: A-level English Language

Objective and success criteria

Students will: Etymology and advanced roots.

  • 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: Greek and Latin roots

Leads to: Advanced diction and nuance

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 (Greek and Latin roots). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What does this root mean? bio (as in biology, biography) (light / earth / water / life) → lifePrompt: Think about what the example words have in common.
  2. Use the word parts to work out the meaning. What does "inaudible" mean? (in = not, aud = hear, ible = able to be) (able to speak / very loud / easy to see / not able to be heard) → not able to be heardPrompt: Put the meanings of the parts together.
  3. What does this root mean? spect (as in spectator, inspect) (speak / carry / build / look) → lookPrompt: Think about what the example words have in common.

Hook · 3 min

  • Show an interesting word in a sentence and ask what it might mean from the clues around it.
  • Share the objective: Etymology and advanced roots. 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: Use the word parts to choose the best definition. circumnavigate (circum = around, nav = ship)
  • Step 1: Etymology (word origins) helps you decode sophisticated vocabulary.
  • Step 2: So the answer is: sail all the way around
  • Answer: sail all the way around
  • 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. Use the word parts to choose the best definition. eloquent (e = out, loqu = speak) (unable to speak / quietly polite / fluent and persuasive in speech / very loud) → fluent and persuasive in speechPrompt: Combine the meanings of the parts shown in brackets.
  2. Use the word parts to choose the best definition. philanthropist (phil = love, anthrop = human) (a collector of stamps / someone who studies humans / someone who helps others, often by giving money / someone who hates people) → someone who helps others, often by giving moneyPrompt: Combine the meanings of the parts shown 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. Use the word parts to choose the best definition. antipathy (anti = against, path = feeling) (a strong dislike / a strong liking / an illness / a feeling of pity) → a strong dislikePrompt: Combine the meanings of the parts shown in brackets.
  2. Use the word parts to choose the best definition. omnipotent (omni = all, potent = powerful) (eating everything / very old / present everywhere / all-powerful) → all-powerfulPrompt: Combine the meanings of the parts shown 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: Greek and Latin roots.
  • 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

  • Move on to: Advanced diction and nuance.
  • 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-10.

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

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Etymology and advanced roots

Name

Date

Score/ 6

  1. Question 1

    Use the word parts to choose the best definition. chronic (chron = time)

    • A. lasting a long time
    • B. very painful
    • C. sudden and short
    • D. about history

  2. Question 2

    Use the word parts to choose the best definition. malicious (mal = bad)

    • A. very tired
    • B. intending to harm
    • C. sick
    • D. forgetful

  3. Question 3

    Use the word parts to choose the best definition. omnipotent (omni = all, potent = powerful)

    • A. very old
    • B. all-powerful
    • C. eating everything
    • D. present everywhere

  4. Question 4

    Use the word parts to choose the best definition. benevolent (bene = good, vol = wish)

    • A. violent and cruel
    • B. kind and wishing others well
    • C. lucky
    • D. very wealthy

  5. Question 5

    Use the word parts to choose the best definition. amorphous (a = without, morph = shape)

    • A. very loving
    • B. very large
    • C. changing shade
    • D. without a clear shape

  6. Question 6

    Use the word parts to choose the best definition. antipathy (anti = against, path = feeling)

    • A. an illness
    • B. a strong dislike
    • C. a strong liking
    • D. a feeling of pity

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Answer key: Etymology and advanced roots

  1. 1. A. lasting a long time

  2. 2. B. intending to harm

  3. 3. B. all-powerful

  4. 4. B. kind and wishing others well

  5. 5. D. without a clear shape

  6. 6. B. a strong dislike