Fix A Sandwich Stack

Designed by: Cindy Page      School: Burton-Pack Elementary

Grade Level: 5       Subject(s): Language Arts

Core Curriculum Objective(s): Compare the meanings of base words (root words) with the meanings of those words when prefixes and suffixes have been added. (5VW-3)

Overview: Students will explore base words, prefixes, and suffixes by finding words in print which contain affixes. They will then create "Sandwich Stacks" which will contain sentences in which a chosen prefix/suffix is used. Finally, students will develop a game which will require a player to use his/her knowledge of base words, prefixes, and suffixes. The games will be played in class and will be evaluated and scored by their classmates.

Focus/Essential Question(s): What are some common prefixes and suffixes? How do these prefixes and suffixes change the meanings of words?

Time Frame: Five one-hour classes

Resources/Materials: 
* File folders 
* Plain white paper 
* Markers 
* Crayons 
* Overhead projector 
* Overhead pens 
* Tag board 
* Index cards 
* Newspaper articles 
* Sandwich pattern 
* Scissors 
* Chart paper 
* Chalkboard/dry erase board 
* Chalk/dry erase markers 
* Construction paper 
* Dictionaries

Culminating Assessment: Students will create a game which will be played in the classroom by their classmates. The game will require each player to demonstrate his/her knowledge of prefixes and suffixes and how they change the meaning of base words. The games will be played by all students in the class and they will evaluate and score each game. The class will determine the characteristics of a good game and will develop a rubric to score each game. A sample rubric may look something like the following:

Instructional Activities:

ACTIVITY ONE: 
(Students should have some prior knowledge about prefixes and suffixes.) Remind students that sometimes word parts are added to the beginning of words to change the meaning of a word. Call on a student to give an example of a word which has a word part added to the beginning. Remind students that the added part is called a prefix and the word it was added to is called the base word or root word.

Call on students to supply several examples of words with prefixes, making sure to discuss how the meaning of the base word changes when a prefix is added.

Begin a T-Chart on the overhead projector or on chart paper which shows common prefixes. If desired, the meaning of each word part can be added. Repeat the process described above with suffixes and add the common suffixes on the other side of the T-Chart.

Tell students that they will be working in groups to find all the words which contain prefixes and suffixes in a piece of writing. Allow students to select a partner and then distribute a newspaper article to each student. Pass out two different colored crayons/markers to each pair and allow students to find and circle all the words with prefixes and suffixes. (*Note to teacher: Remind students that all words with prefixes must be circled in one color and all words with suffixes must be circled in the other color.) The teacher will need to walk around the room, offering assistance if needed.

After all pairs are finished, tell students that they will need to get with another pair to check their work. Allow students to work together to check each other's work, making sure that each group found all the words with prefixes and suffixes. The teacher will then lead the class in a discussion of the words found, leading the students to discuss how the prefixes/suffixes changed the meaning of the base words.

ACTIVITY TWO: 
Display the T-Chart created in Activity One and review the meanings of the prefixes and suffixes listed in the chart. Tell students that they will be created a "Sandwich Stack" using a prefix or suffix of their choice.

Show students a plain file folder with several pieces of white paper inside. Place the sandwich pattern on top of the file folder and trace around it. Cut out the sandwich shape, making sure to hold the white paper carefully. Tell students that they will select either a prefix or suffix for their stack. They will create sentences in which the selected word part has been added to words. The outside cover will be decorated like a sandwich and will also show the meaning of the prefix/suffix. An example:

On each page in the booklet, students will list a word using the prefix/suffix, write a sentence using the word, and illustrate the word meaning. They will staple the completed pages inside the cover to create a booklet.

Allow students to select a partner to help with making their individual "sandwich stack". Partners will work on their own project, but will help each other as needed. The teacher will also need to monitor the students as they work on their booklets. Display the booklets when they are completed.

ACTIVITY THREE: 
Tell students that they will be working on creating a game for their classmates to play. Discuss with the class some games they like to play and what makes a game fun. As the class offers their ideas, write them on the board. Tell students that the game they create will be evaluated and scored by their classmates and that they need to decide how those scores will be determined. Display a sample rubric used in a previous activity to show students that the class will need to set up points and the criteria for the games. Lead the class in a discussion as to how to evaluate the games, starting with the highest score down to the lowest score. Write the rubric that the class develops on chart paper so that all students can see it.

Once the rubric has been completed, separate the students into groups of 3 or 4. Groups are to develop a game which will require the players to use their knowledge of prefixes, suffixes, and base words to complete the game. The game may be a card game or a board game and must include written rules and directions for playing, as well as a name for the new game. The teacher will need to circulate around the room, offering assistance as needed

ACTIVITY FOUR: 
Allow groups to continue working on their games. When they finish, they will need to play their new game in order to make sure that the directions and rules are clear.

Once all games have been created, tell students that they will be passing their games and directions to another group. The teacher will call on one person in each group to pass the materials to another group. Groups will attempt to play the game as written in the directions. After fifteen to twenty minutes, remind the students that they will be scoring the game. Each student should write down the name of the game, a score, and a justification (reason) for that score.

Repeat the process for passing along a game and allow the students to play and score another game. Again, students will need to write down the name of the game, a score, and a justification for that score. The teacher will need to collect all score sheets.

The teacher will need to lead a discussion about the games which have been played, calling on students to tell things which they liked about the games and things which they would change. After the discussion, return the games to the original groups and allow them to make any changes they think would help the game.

ACTIVITY FIVE: 
Separate students into their groups and distribute the materials for their games. Call on one student to pass their game and directions to a group which has not played it yet. Allow groups to play the revised games and score them, writing down the name, a score, and a justification on the score sheet started in Activity Four.

When each group has played every game, lead the students in a discussion about the games played in Activity Five, focusing the discussion on whether the games seem to be improved from Activity Four. Discuss with students what effect hearing their classmates discuss their games had on their feelings about their games. Ask groups if they changed their games in any way after hearing their classmates opinions. Conclude the discussion by calling on students to verbalize what they learned about prefixes, suffixes, and base words.