English lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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.
- What does "submerge" mean? (put against water / put under water / put far above water / put between waters) → put under waterPrompt: Find the prefix and think about what it means.
- Which prefix makes the opposite of "complete"? (il / im / ir / in) → inPrompt: Look at the first letter of the root word.
- Which prefix completes the word? ___way (a railway under the ground) (sub / super / anti / auto) → subPrompt: Read the clue in brackets.
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What does "disappear" mean? (appear wrongly / appear too much / stop being seen / appear again) → stop being seenPrompt: Split the verb into prefix + root.
- Which prefix fits? Use the clue in brackets. The magician made the rabbit ___appear. (stop being seen) (de / dis / mis / re) → disPrompt: Read the clue in brackets.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which prefix fits? Use the clue in brackets. Please ___charge the tablet before the trip. (charge again) (de / mis / over / re) → rePrompt: Read the clue in brackets.
- What does "dehydrate" mean? (wet wrongly / drink too much / remove the water from / add water again) → remove the water fromPrompt: Split the verb into prefix + root.
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