Type:

Lesson Plan

Description:

A lesson for teaching and practicing finding and using Latin Roots

Subjects:

  • Education > General
  • Educational Technology > General
  • Language Arts > General

Education Levels:

  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

Writing vocabulary Latin roots

Language:

English

Access Privileges:

Members

License Deed:

Creative Commons Attribution 3.0

Collections:

None
Update Standards?

LA.9.3001.1.1: English/Language Arts

Demonstrate a mastery of the definitions, usage, and functions of the eight parts of speech.

LA.9.3001.1.2: English/Language Arts

Apply a variety of strategies to correct sentence fragments and run-on sentences.

LA.9.3001.1.3: English/Language Arts

Know and apply a variety of sentence-combining techniques.

LA.9.3001.1.4: English/Language Arts

Identify basic sentence patterns (e.g., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

LA.9.3001.1.5: English/Language Arts

Know and use Standard English conventions for punctuation, capitalization, and spelling.

LA.9.3001.1.6: English/Language Arts

Use print and electronic reference sources as aids in understanding all aspects of a word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

LA.9.3001.1.7: English/Language Arts

Use previously learned strategies in determining and clarifying word meanings (e.g., roots, affixes, textual context).

LA.9.3001.1.8: English/Language Arts

Recognize and use the appropriate word among frequently confused words (e.g., to/too/two, their/there/they're, it/it's, you/you're, whose/who's, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less).

LA.9.3001.1.9: English/Language Arts

Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

LA.9.3001.2.1: English/Language Arts

Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

LA.9.3001.2.2: English/Language Arts

Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear.

LA.9.3001.2.3: English/Language Arts

Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.

LA.9.3001.2.4: English/Language Arts

Paraphrase accurately multiple, challenging ideas and information presented orally by others.

LA.9.3001.2.5: English/Language Arts

Critique ideas and information presented orally by others.

LA.9.3001.2.6: English/Language Arts

Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account the speaker's nonverbal gestures, credibility, and point of view.

LA.9.3001.2.7: English/Language Arts

Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.

LA.9.3001.2.8: English/Language Arts

Include facts, reasons, details, and examples to support increasingly complex points.

LA.9.3001.2.9: English/Language Arts

Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.

LA.9.3001.2.10: English/Language Arts

Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

LA.9.3001.2.11: English/Language Arts

Arrange ideas logically and maintain a consistent focus.

LA.9.3001.2.12: English/Language Arts

Signal clear connections among ideas through the consistent and effective use of a variety of transitions.

LA.9.3001.2.13: English/Language Arts

Provide a coherent and effective conclusion that reinforces the focus of the presentation.

LA.9.3001.2.14: English/Language Arts

Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, analogies, and hyperbole.

LA.9.3001.2.15: English/Language Arts

Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.

LA.9.3001.2.16.a.1: English/Language Arts

Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement.

LA.9.3001.2.16.a.2: English/Language Arts

Contribute relevant and appropriate information and ideas that move the team towards its goal.

LA.9.3001.2.16.a.3: English/Language Arts

Ask relevant, focused questions.

LA.9.3001.2.16.a.4: English/Language Arts

Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.

LA.9.3001.2.16.b.1: English/Language Arts

Understand the purpose for working as a team and working according to that purpose.

LA.9.3001.2.16.b.2: English/Language Arts

Articulate the goals for the team work, based on general task assigned.

LA.9.3001.2.16.b.3: English/Language Arts

Identify the needs of the team and share various resources to respond to those needs.

LA.9.3001.2.16.c.1: English/Language Arts

Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, identify task(s) needed to meet goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task.

LA.9.3001.2.16.c.2: English/Language Arts

Establish clear group agreements and ensure appropriate individual contributions are respected by the team.

LA.9.3001.2.16.c.3: English/Language Arts

Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method.

LA.9.3001.3.1: English/Language Arts

Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).

LA.9.3001.3.2.a: English/Language Arts

Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

LA.9.3001.3.2.b: English/Language Arts

Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

LA.9.3001.3.2.c: English/Language Arts

Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience's needs.

LA.9.3001.3.2.d: English/Language Arts

Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

LA.9.3001.3.2.e: English/Language Arts

Translate technical language into non-technical English.

LA.9.3001.3.2.f: English/Language Arts

Provide ideas, examples, and comparisons to support the main points in the text.

LA.9.3001.3.2.g: English/Language Arts

Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

LA.9.3001.3.2.h: English/Language Arts

Use a variety of techniques to format the text.

LA.9.3001.3.2.i: English/Language Arts

Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).

LA.9.3001.3.2.j: English/Language Arts

Use graphics and illustrative material effectively to support ideas in the text.

LA.9.3001.3.3: English/Language Arts

Develop topics that address unfamiliar concepts removed from the student's personal experiences and require in-depth analysis.

LA.9.3001.3.4: English/Language Arts

Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support and support the thesis.

LA.9.3001.3.5: English/Language Arts

Develop ideas as appropriate to audience and respond to readers' potential questions and counterarguments.

LA.9.3001.3.6: English/Language Arts

Include relevant, specific, and compelling details.

LA.9.3001.3.7: English/Language Arts

Employ varied and appropriate organizational structures that support the topic.

LA.9.3001.3.8: English/Language Arts

Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.

LA.9.3001.3.9: English/Language Arts

Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.

LA.9.3001.3.10: English/Language Arts

Use precise language, considering audience and purpose (e.g., technical writing, creative expression).

LA.9.3001.3.11: English/Language Arts

Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.

LA.9.3001.3.12: English/Language Arts

Use a variety of correct sentence structures for effect.

LA.9.3001.3.13.a: English/Language Arts

Acknowledge source material and create a reliable bibliography in a standard format.

LA.9.3001.3.13.b: English/Language Arts

Cite sources using a standard format (e.g., MLA, APA) with a high degree of accuracy.

LA.9.3001.3.13.c: English/Language Arts

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

LA.9.3001.3.13.d: English/Language Arts

Correctly incorporate ideas within text.

LA.9.3001.3.13.e: English/Language Arts

Embed quotations and graphics from other sources, when appropriate.

LA.9.3001.3.14: English/Language Arts

Generate notes while collecting information, following a logical note-taking system.

LA.9.3001.3.15: English/Language Arts

Create a detailed outline based on research, note-taking, or other method of generating content.

LA.9.3001.3.16: English/Language Arts

Revise to craft a tone, mood, and style that convey the writer's attitude and are appropriate to audience.

LA.9.3001.3.17: English/Language Arts

Drawing on reader's comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.

LA.9.3001.3.18: English/Language Arts

Practice writing to a prompt within a specified time limit.

LA.9.3001.3.19: English/Language Arts

Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one's own writing and the writing of others.

LA.9.3001.3.20: English/Language Arts

Use both basic and specialized software to incorporate graphics into writing products.

LA.9.3001.4.1: English/Language Arts

Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified.

LA.9.3001.4.2: English/Language Arts

Take and organize notes on information relevant to the topic and identify areas for research.

LA.9.3001.4.3: English/Language Arts

Consider both implicit and explicit information relevant to the topic.

LA.9.3001.4.4: English/Language Arts

Use relevant data to support the research topic.

LA.9.3001.4.5: English/Language Arts

Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.

LA.9.3001.4.6: English/Language Arts

Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.

LA.9.3001.4.7: English/Language Arts

Collect evidence in varied ways to answer the research question.

LA.9.3001.4.8: English/Language Arts

Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.

LA.9.3001.4.9: English/Language Arts

Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.

LA.9.3001.4.10: English/Language Arts

Maintain coherence through the consistent use of transitions.

LA.9.3001.4.11: English/Language Arts

Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.

LA.9.3001.4.12: English/Language Arts

Craft a conclusion in which the research question and topic are re-emphasized, the main findings are summarized, and conclusions are drawn.

LA.9.3001.4.13: English/Language Arts

Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.

LA.9.3001.4.14: English/Language Arts

Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.

LA.9.3001.4.15: English/Language Arts

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

LA.9.3001.4.16: English/Language Arts

Support a research topic by following a standard format and using appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.

LA.9.3001.5.1: English/Language Arts

Construct and complete challenging word analogies.

LA.9.3001.5.2: English/Language Arts

Analyze text for stated or implied cause/effect relationships.

LA.9.3001.5.3: English/Language Arts

Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises.

LA.9.3001.5.4: English/Language Arts

Identify the elements of deductive and inductive arguments.

LA.9.3001.5.5: English/Language Arts

Identify the roles premises play in developing deductive and inductive arguments.

LA.9.3001.5.6: English/Language Arts

Evaluate the relevance and quality of evidence given to support or oppose an argument.

LA.9.3001.5.7: English/Language Arts

Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.

LA.9.3001.5.8: English/Language Arts

Distinguish between evidence which is directly stated and evidence which is implied.

LA.9.3001.5.9: English/Language Arts

Identify false statements and explain how they are used in certain kinds of persuasive arguments.

LA.9.3001.5.10: English/Language Arts

Explain why common logical fallacies (e.g., the appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) do not prove the point being argued.

LA.9.3001.5.11: English/Language Arts

Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics).

LA.9.3001.5.12: English/Language Arts

Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic.

LA.9.3001.5.13: English/Language Arts

Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.

LA.9.3001.6.1: English/Language Arts

Identify the main ideas in informational and technical texts.

LA.9.3001.6.2: English/Language Arts

Identify and distinguish the essential and non-essential details that support the main idea of informational texts.

LA.9.3001.6.3: English/Language Arts

Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.

LA.9.3001.6.4: English/Language Arts

Draw appropriate inferences and conclusions in informational and technical texts.

LA.9.3001.6.5: English/Language Arts

Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.

LA.9.3001.6.6: English/Language Arts

Summarize, paraphrase, and critique information in texts (informational, technical, and literary).

LA.9.3001.6.7: English/Language Arts

Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.

LA.9.3001.6.8: English/Language Arts

Synthesize information across multiple informational and technical texts and sources.

LA.9.3001.6.9: English/Language Arts

Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

LA.9.3001.6.10: English/Language Arts

Identify and analyze involved or unconventional organizational structures that may be found informational and technical texts.

LA.9.3001.6.11: English/Language Arts

Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.

LA.9.3001.6.12: English/Language Arts

Follow extended multi-tasked or multi-dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.

LA.9.3001.7.1: English/Language Arts

Recognize the effects of sound, visual images, and language on audience.

LA.9.3001.7.2: English/Language Arts

Analyze and apply visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium.

LA.9.3001.7.3: English/Language Arts

Analyze and apply visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout, pictures, and typeface in newspaper, magazines, and print advertisements; layout, navigation, links, and interactive features on websites).

LA.9.3001.7.4: English/Language Arts

Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.

LA.9.3001.7.5: English/Language Arts

Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.

LA.9.3001.7.6: English/Language Arts

Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.

LA.9.3001.7.7: English/Language Arts

Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages.

LA.9.3001.8.1: English/Language Arts

Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.

LA.9.3001.8.2: English/Language Arts

Demonstrate understanding of non-linear plot progressions.

LA.9.3001.8.3: English/Language Arts

Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action.

LA.9.3001.8.4: English/Language Arts

Analyze the role and function of characters (major/minor, protagonists/ antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

LA.9.3001.8.5: English/Language Arts

Analyze the moral dilemmas in works of literature, as revealed by characters' motivation and behavior.

LA.9.3001.8.6: English/Language Arts

Identify ways that the plot shapes the character and presentation of moral dilemmas in texts.

LA.9.3001.8.7: English/Language Arts

Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.

LA.9.3001.8.8: English/Language Arts

Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators.

LA.9.3001.8.9: English/Language Arts

Explain the impact of the author's choice of a particular point of view (e.g., first person, third-person objective, third-person limited, third-person omniscient).

LA.9.3001.8.10: English/Language Arts

Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic).

LA.9.3001.8.11: English/Language Arts

Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad.

LA.9.3001.8.12: English/Language Arts

Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).

LA.9.3001.8.13: English/Language Arts

Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).

LA.9.3001.8.14: English/Language Arts

Identify, analyze, and evaluate the development of the theme(s) of a literary text.

LA.9.3001.8.15: English/Language Arts

Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.

LA.9.3001.8.16: English/Language Arts

Analyze literary texts to identify the author's attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts.

LA.9.3001.8.17: English/Language Arts

Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing.

LA.9.3001.8.18: English/Language Arts

Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).

LA.9.3001.8.19: English/Language Arts

Identify and analyze biblical, classical, cultural, historical, and literary allusions.
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