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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.
  1. What does "antifreeze" mean? (a liquid between two layers / a liquid that freezes quickly / a liquid that works against freezing / a very cold liquid) → a liquid that works against freezingPrompt: Find the prefix and think about what it means.
  2. Which prefix makes the opposite of "possible"? (il / im / ir / in) → imPrompt: Look at the first letter of the root word.
  3. Which prefix completes the word? ___national (between countries) (sub / inter / super / anti) → interPrompt: 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.
  1. What does "disappear" mean? (appear too much / appear wrongly / stop being seen / appear again) → stop being seenPrompt: Split the verb into prefix + root.
  2. Which prefix fits? Use the clue in brackets. Please ___write your story neatly. (write again) (dis / mis / over / re) → rePrompt: 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.
  1. Which prefix fits? Use the clue in brackets. The ball will ___flate if it has a hole. (let the air out) (de / dis / mis / over) → dePrompt: Read the clue in brackets.
  2. What does "disappear" mean? (appear wrongly / stop being seen / appear again / appear too much) → stop being seenPrompt: 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

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

Name

Date

Score/ 8

  1. Question 1

    What does "overflow" mean?

    • A. stop flowing
    • B. flow again
    • C. flow over the edge
    • D. flow wrongly

  2. Question 2

    Which prefix fits? Use the clue in brackets. Please ___charge the tablet before the trip. (charge again)

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

  3. Question 3

    What does "deflate" mean?

    • A. let the air out
    • B. blow up again
    • C. blow up wrongly
    • D. fill too much

  4. Question 4

    Which prefix fits? Use the clue in brackets. I ___spelled my name on the form, so I had to fix it. (spelled wrongly)

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

  5. Question 5

    What does "reapply" mean?

    • A. apply too much
    • B. apply wrongly
    • C. stop applying
    • D. apply again

  6. Question 6

    What does "dehydrate" mean?

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

  7. Question 7

    What does "reconsider" mean?

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

  8. Question 8

    What does "oversleep" mean?

    • A. sleep wrongly
    • B. sleep for too long
    • C. sleep again
    • D. stop sleeping

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

  1. 1. C. flow over the edge

  2. 2. D. re

  3. 3. A. let the air out

  4. 4. C. mis

  5. 5. D. apply again

  6. 6. C. remove the water from

  7. 7. C. think about again

  8. 8. B. sleep for too long