Parts+of+Words+and+Origins+by+Lucy+Gellert

7.1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to understand subject-area vocabulary (science, social studies, and mathematics). 10.1.3 Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor). 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. The two grade levels I chose are 7th grade and 10th grade Language Arts. Both levels look at the origin of words through the Indiana Academic Standards. In 7th grade students look more at the roots, prefixes, and suffixes, whereas in 10th grade students look at the actual origin of everyday words. The 7th graders ask, “What is the meaning of the word?” 10th graders ask, “Where do these words come from?” In these lessons the students will discover the words, through guided inquiry-based learning (Callison), and the meaning/origin and apply the meanings in a review lesson. The students will use the internet or a dictionary to find their information and be expected to evaluate various websites as relevant or irrelevant to their needs. Lesson 1 for 7th grade:
 * What Are These Words? **
 * Indiana **** Academic Standards **
 * Standards for 21st Century Learners **
 * Students will be given root words, prefixes, and suffixes on a worksheet.
 * Students will use the internet or a dictionary to find words that use that part of the word.
 * Students will need to be sure that the new words on their paper use the root, etc. appropriately. (Does the prefix affect the meaning? “reiterate = to say __again__” “relax = to be calm”. The second example does not contain the prefix “re-“.)
 * Students will fill out the worksheet with 5 new words using the root, prefix, or suffix and give the definition.

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Review/Application Lesson for 7th grade: RE DO RE CREATE CREATE ABLE Lesson 1 for 10th grade: § Students will discover the origin of words through the internet. § Students will be given a list of words to find the origin. § Students will then groups the words by origin.
 * Students will create words when teacher gives definition.
 * Handout parts of the words for game.
 * Give some students prefixes
 * Give other students the root words
 * Give last students suffixes
 * Give definition of word.
 * Students will run to the front of the room if they have the correct parts to create the correct word.



Review/Application Lesson for 10th grade: Lesson Comparison I think the only real difference between these two lessons is the application of the new knowledge. Students in the 10th grade lesson are expected to know the word’s origin and the original form of the word, not just how to put together a word. Both lessons look at vocabulary, but the lesson for the older students is changed to include important background information. Most seventh grade students know the basic meaning of prefixes, root words, and suffixes just from speaking English everyday. Not many students, however, know the origin of words. Knowing the origin of words is a deeper skill saved for the more advanced student. It is important in both of these grade levels for students to be able to evaluate and use reliable sources on a daily basis. It should no longer be something the student needs to think about before choosing. This skill is in the “application” area of their lives. This information standard is vital to the students’ success in the real world. If they are unable to choose a resource and judge its accuracy and appropriateness in a split second, the adult will be unable to function in a work environment. Employers expect their employees to use valid research when creating reports, etc. Using resources in the classroom with lessons like this help students become comfortable when choosing valid websites/books, etc.
 * Students will line up at the back of the room for this game.
 * The teacher will post the different origins on the chalkboard and give the students fly swatters.
 * The teacher will then call out the word and the students competing will run to the board and slap the correct origin with the fly swatter. Once the student has correctly identified the word’s origin, they must give the original form of the word. (Thursday – slap “Norse” – say “Thor”)