Lesson 45 covers:

• Elementary Level: Writing Descriptive Sentences
• Mid Level: Prefixes and Suffixes
• High Level: Introduction to Poetry

Elementary Level (Kinder to Grade 2)

Subject: Writing Descriptive Sentences

Alignment with Standards:

• CCSS.ELA-LITERACY.L.1.1.F – Use frequently occurring adjectives.
• CCSS.ELA-LITERACY.L.1.1.J – Produce and expand complete simple sentences.
• CCSS.ELA-LITERACY.W.1.5 – With guidance and support, focus on a topic and strengthen writing by revising and editing.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Define what an adjective is (a word that describes a noun).
2. Identify adjectives in sentences and word banks.
3. Write 3-5 complete sentences using descriptive adjectives.

Materials Needed:

• Adjective Word Bank (printed or written on a whiteboard)
• Sentence Strips (for sentence-building activity)
• Picture Reference (for descriptive writing)
• Pencils, crayons, or markers
• Chart paper or whiteboard
• Optional: Stickers or stamps for encouragement

Lesson Activities:

1. Warm-Up (5-10 minutes): Introduction to Adjectives

• Discussion: Ask the student, “What words can we use to describe an apple?”
  • Write responses (e.g., red, juicy, crunchy, sweet) on the board.
• Define Adjectives: Explain that adjectives are words that describe nouns (people, places, things).
• Example Sentences:
  • “The fluffy cat purred.”
  • “I ate a yummy cookie.”

2. Adjective Word Bank (10 minutes)

• Provide a word bank with common adjectives:
  • Colors (red, blue, green)
  • Sizes (big, small, tiny)
  • Textures (soft, rough, smooth)
  • Feelings (happy, scary, funny)
• Activity: Have the student circle adjectives in sentences or match adjectives to pictures.

3. Sentence-Building Game (15 minutes)

• Option 1: Sentence Strips
  • Write nouns (e.g., dog, flower, car) on one set of strips and adjectives (e.g., furry, bright, fast) on another.
  • Have the student pick one noun and one adjective to create a sentence (e.g., “The furry dog barked.”)
• Option 2: Roll-an-Adjective Game
  • Create a dice with nouns (e.g., cat, house, ice cream) and another with adjectives (sleepy, tall, cold).
  • The student rolls both dice and forms a sentence.

4. Descriptive Writing with Picture Prompt (15 minutes)

• Image Reference: Show a fun, engaging picture (e.g., a colorful jungle, a giant ice cream sundae, or a playful puppy).
• Guided Writing:
  • Ask: “What do you see? How does it look? What words describe it?”
  • Have the student write 3-5 sentences using adjectives (e.g., “The green frog jumps. The tall trees sway.”)
• Encourage Creativity: Let them illustrate their sentences if time allows.

5. Wrap-Up & Review (5 minutes)

• Share Sentences: Have the student read their favorite sentence aloud.
• Quick Quiz: Ask, “Which word is the adjective in this sentence: ‘The big bear growled’?”
• Positive Reinforcement: Give praise, a sticker, or a star for participation.

Assessment:

• Informal: Observe if the student correctly uses adjectives in sentences.
• Written Work: Check if sentences include at least one descriptive word.

Extension Activities (Optional):

• Adjective Hunt: Find adjectives in a favorite storybook.
• Describing a Friend/Family Member: Write a sentence about someone they know.

Mid Level (Grade 3 to 5)

Subject: Prefixes and Suffixes

Alignment with Standards:

• CCSS.ELA-LITERACY.L.4.4.B – Use common, grade-appropriate Greek and Latin affixes (prefixes/suffixes) to determine the meaning of words.
• CCSS.ELA-LITERACY.L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words.
• CCSS.ELA-LITERACY.RF.4.3.A – Use combined knowledge of phonics and word analysis (e.g., roots, affixes) to decode words.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Define prefixes and suffixes and explain how they modify word meanings.
2. Identify common prefixes (e.g., un-, re-, dis-) and suffixes (e.g., -ful, -less, -ly).
3. Build new words by adding prefixes/suffixes to root words.
4. Apply knowledge by decoding unfamiliar words in sentences.

Materials Needed:

• Prefix & Suffix Anchor Chart (visual reference)
• Word Cards (root words, prefixes, suffixes for hands-on sorting)
• Whiteboard & Markers (or paper/pencil)
• Prefix/Suffix Worksheets (optional for practice)
• Dictionary or digital word tool (for extension activity)
• Highlighters (for identifying affixes in text)

Lesson Activities:

1. Warm-Up (10 minutes): Introduction to Affixes

• Discussion: Ask, “What do you think ‘prefix’ and ‘suffix’ mean?”
  • Explain:
    • Prefix = Added to the beginning of a word (changes meaning, e.g., unhappy).
    • Suffix = Added to the end of a word (changes meaning/grammar, e.g., quickly).
• Examples:
  • “Re- means ‘again’—redo = do again.”
  • “-Less means ‘without’—hopeless = without hope.”

2. Word-Building Exercises (20 minutes)

Activity 1: Prefix/Suffix Sort

• Provide word cards with:
  • Root words (play, agree, hope, kind)
  • Prefixes (un-, re-, dis-, mis-)
  • Suffixes (-ful, -less, -ly, -ness)
• Task: Combine them to form new words (e.g., replay, disagree, hopeful) and discuss meanings.

Activity 2: Sentence Challenges

• Write sentences with missing affixes (e.g., “She was ___happy after losing the game.”)
• Student fills in (unhappy) and explains the change in meaning.

3. Creative Application (15 minutes)

• Prefix/Suffix Story:
  • Provide a short paragraph with underlined root words.
  • Student rewrites it by adding prefixes/suffixes to alter meanings (e.g., “The boy was kind.” → “The boy was unkind.”).
• Illustration Prompt:
  • Draw a word tree with roots (base words), branches (prefixes), and leaves (suffixes).

4. Wrap-Up & Review (10 minutes)

• Exit Ticket: Student writes 3 new words using affixes and defines them.
• Game: “Affix Race” – Call out a root word (e.g., write); student races to say a word with a prefix/suffix (rewrite, writer).

Assessment:

• Observational: Does the student correctly form and explain new words?
• Written Work: Accuracy in worksheets or exit ticket.

Extension Activities (Optional):

• Word Detective: Hunt for prefixes/suffixes in a book or magazine.
• Tech Connection: Use a dictionary app to find affixed words.

High Level (Grade 6 to 8)

Subject: Introduction to Poetry

Alignment with Standards:

• CCSS.ELA-LITERACY.RL.7.4 – Analyze the impact of rhymes, rhythms, and figurative language in poetry.
• CCSS.ELA-LITERACY.W.7.4 – Produce clear, coherent writing with intentional structure.
• CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions about interpretations of poetry.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Analyze how rhyme, meter, and form contribute to a poem’s meaning and mood.
2. Compare traditional and modern poetic structures (sonnets vs. free verse).
3. Write an original poem using advanced techniques (enjambment, metaphor, or iambic pentameter).

Materials Needed:

• Printed poems (diverse examples: Shakespearean sonnet, Langston Hughes, contemporary spoken word).
• Annotation tools (highlighters, sticky notes).
• Poetic devices cheat sheet (simile, metaphor, alliteration, enjambment, etc.).
• Rhythm instruments (optional: metronome app or hand drum for meter practice).
• Thesaurus/digital word tool (for rich vocabulary).

Lesson Activities:

1. Warm-Up (15 min): Poetry Perception

• Discussion: “Is poetry about rules or breaking rules?” Debate formal vs. free verse.
• Listening Activity: Play a spoken word poem (e.g., Sarah Kay’s “If I Should Have a Daughter”) and a sonnet (e.g., Shakespeare’s Sonnet 18). Contrast their rhythms.

2. Close Reading & Analysis (30 min)

Activity 1: Dissecting a Sonnet

• Analyze Sonnet 18 (“Shall I compare thee to a summer’s day?”):
  • Identify: iambic pentameter, ABAB CDCD EFEF GG rhyme scheme, volta (turn).
  • Discuss: How does strict form enhance the poem’s message?

Activity 2: Modern Free Verse

• Read “Mother to Son” by Langston Hughes:
  • Annotate: extended metaphor, irregular rhythm, dialect.
  • Compare: How does Hughes’ structure reflect the poem’s theme of perseverance?

3. Creative Writing Workshop (35 min)

Option 1: Sonnet Challenge

• Write a 14-line poem with iambic pentameter (rhyme scheme optional).
• Prompt: “Compare an emotion to a natural element (e.g., anger as a thunderstorm).”

Option 2: Free Verse with Figurative Language

• Craft a poem using:
  • Enjambment (line breaks for tension).
  • Extended metaphor (e.g., “My mind is a crowded subway…”).

Option 3: Blackout Poetry

• Transform a page from an old book into poetry by blacking out words, leaving only the “found” poem.

4. Performance & Feedback (10 min)

• Student reads their poem aloud, focusing on tone, pauses, and emphasis.
• Peer/Educator Feedback: “Which line made the strongest image? Why?”

Assessment:

• Analytical: Can the student explain how a poem’s structure affects its meaning?
• Creative: Does the original poem demonstrate intentional use of poetic devices?

Extension Activities:

• Poetry Slam: Record a dramatic reading with background music.
• Ekphrastic Poetry: Write a poem inspired by a famous painting (e.g., Starry Night).