DETAILED LESSON PLAN

Grade _____
Quarter _____

Grading Period: FOURTH GRADING

Topic: Affixes: Prefix and Suffix
Content Standard The Learner demonstrates understanding of Southeast Asian
literature as a mirror to a shared history; coping strategies in
processing textual information; strategies in examining features of
listening and viewing the material; structural analysis of words and
propaganda propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.
Performance Standard The learner transfers learning by composing and delivering a persuasive
speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-
making , persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior.
A. Learning Competencies EN8LT-IIIf-2.2.5: Determine the key ideas, tone, and purposes of
the author.
I. Objectives:
1. Define the meanings of the unfamiliar words through structural analysis using
prefixes and suffixes
2. Differentiate prefixes and suffixes.
3. Place appropriate prefix and suffix in every root word that is being used in a
sentence in order to change and complete its message.
4. Use affixes in a differentiated tasks.
5. Value the importance of basic prefixes and suffixes in reading conversation and
communication.

II. CONTENT
A. References
1. Teacher’s
Guide pages
2. Learner’s page
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
5. Other Learning Online sources: http://www.affixes.org/typesofaffix.html /
Resource http://www.readingrockets.org/article/rootwords-roots-and-affixes/
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/
47893
III. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Good morning Class! Good morning Ma’am!
previous lesson or
presenting the new Kindly pick up those scattered litters on Yes Ma’am!
lesson (ELICIT) the floor and arrange your chairs.

What was our last discussion all about?

Ma’am, our last

discussion was The
Singa and it is about the

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 Yes, very good. history of Singapore.

Now, based on the story that we had, I

have here some sentences. Take a look
at it and tell me what you have noticed.

Post the sentences on the board

Lin Aung helped his mother in the shop Yes, Ma’am.

during school days.

Many soldiers could be seen moving

(varied answers from the
about busily.
students)
My son’s learning how to ride a bicycle.
B. Establishing a I will flash pictures here. You have to
purpose for the guess what it is. You are going to use
lesson (ENGAGE) the given letters on the box and write
your answers on your cardboard. The
first group who raised their answer will
have points. Work with your group
mates.

Yes Ma’am.

(Lifted)

ED

(walked)

ER

(YOUNGER)

UN

(UNHAPPY)

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 DIS

(DISAGREEMENT)

C. Presenting Let’s now watch a video for us to know

examples/Instances what will be our topic today.
of the new lesson Yes, Ma’am.
(ENGAGE) (The video about Affixes will be
presented)

D. Discussing new Can you tell what our lesson is for today?
concepts and Ma’am, it is about English
practicing new affixes.
skills # 1 Yes very good. What is meant by the word
affix?
(EXPLORE)
Ma’am, affixes are letters
that attached at the end
or at the beginning of
the word. It is divided in
Yes very good. But we are going to discuss to two categories: prefix
Prefix.
and suffix.
What is a prefix again class?

Yes, very good. Prefix is a group of Ma’am, a word part

letters that come before a root or base attached to the
word. Prefix is a special group of letters beginning of a word.
because it can change the meaning of
the root word and make an entirely new
word. A prefix is a group of letters and
not a word that can stand on its own.

Can you give me some examples that

you know?

Let’s see this one.

WRAP

What do we mean by the word wrap? Ma’am. pre, un, semi, re,
mis
Yes, very good. How about if we put the
prefix un-? What will happen to its
meaning?

Ma’am, it means to be
covered completely by
Yes, very good. “Un” is an example of something.

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 prefix. By adding “un” to the beginning
of this word, we can change its
meaning. “Un” means “not” or
“opposite of.” Whenever we see the Ma’am. When we add
prefix un-, the meaning
letters un” at the beginning of the word,
will change. It will become
we know it means “not” or the remove the covering.
“opposite of” the root word.

What about suffix?

Yes, very good.

What are some examples of suffix?

Okay, let us have the word

COMFORT. Ma’am. A suffix is a
The word comfort by itself means to letter or group of letters
feel less worried. added at the end of a
word to form another
Let us add suffix in this word. word or new meaning.

Anyone, who wants to try?

So, what do we mean by the word Ma’am, -tion, -able, -ly,

comfortable? -ed, -er,-full.

Very good. I hope you already

understood the lesson.

Now in comfortable. What prefix you

may attach?

Very good!
Ma’am.
COMFORTABLE.

It means being relaxed.

Ma’am, the prefix un, to

make it uncomfortable.
E. Discussing new I have here a list of prefix and suffix Yes, ma’am!
concepts and with their meaning. Please, distribute.
practicing new
skills # 2 Now, let us try to identify unfamiliar
(EXPLORE) words through structural analysis using
prefix and suffix.

Are you ready?

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 Let’s start with the prefix “-un.” Let’s take Yes, we are ma’am!
two examples and let’s use it in a sentence
in order for us to understand. Here’s an
examples, unbelievable and unhappy. Let’s
start with unbelievable. The root word is?

Correct! Kobe Bryant’s shots were

unbelievable. Meaning to say? Believable, ma’am!

Exactly, let us proceed to unhappy. What is

the root word?

Very good! So in the picture, we can infer Kobe’s shots were not
that? believable.

But, if we are going to take out the prefix to

the root word, what would happen to the Ma’am, happy
meaning?

Ma’am, the lion is not

Exactly! happy.

Ma’am, the lion will

become happy.
F. . Developing mastery ROLL A DIE ACTIVITY
(leads to Formative
Assessment 3) (EXPLAIN)Role the die that contains 6 prefixes and The students play the
suffixes. For the prefix or suffix that game until a student
comes up, you are going to give words wins.
that start or ends with the prefix or
suffix. You keep on giving words until
there is someone who can’t give
anymore words. The last student togive
a word scores a point and the first
person to score four points, wins.
G. . Finding practical Differentiated tasks. (Group Activity)
application of
concepts and skills Alright, I have here different tasks that
in daily living you need to work on.
(ELABORATE)
Song presentation: you are going o
write your own lyrics based on the
lesson for this day-affixes. You can use
the other songs, but you have to change
the lyrics.

Poem writing: You are going to write a

poem using prefix and suffix.

Yell: Construct a yell or jingle, using

affixes.

Slogan: construct a slogan based on our

discussion. Write this on a cartolina.

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 Present to class.

Criteria: 5 points
Content: 5 points
Creativity: 5 points
Unity: 5 points
Total: 20 points
H. Generalizing and Now, will you differentiate prefix from Ma’am, prefix is an
abstractions about suffix? affix that can be found
the lesson at the beginning of a
(ELABORATE) word while suffix is an
affix that can be found
at the end of a word.
Prefixes and suffixes
alters the meaning of the
the root word.
I. Evaluation A.Direction: Identify the prefix and
suffix from the following words. Fill in
the columns prefix, suffix and root
word.

Word Suffix Prefix Root

Word
Inhuman
Violated
Meaningless
Illiterate
Undoubtedly
Misunderstood
Unknown
Irrelevant
Happiness
disoriented

B.Fill in the blanks the correct prefix

and suffix in a given word.

1. ___connect__
2. ____mature
3. ____mature
4. ____believe___
5. ___legitimate
6. wonder___
7. ___fortunate__
8. exist___
9. 9. Use__
10. adore___

J. Assignment Search for the copy of the story of

Alibaba and The Forty Thieves.
K. REMARKS
L. REFLECTION
a. No. of learners who
earned 80% in the
evaluation

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 b. No. of learners who
require additional
activities for
remediation who
scored below 80%
c. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
d. No. of learners who
continue to require
remediation
e. Which of my
teaching strategies
worked well? Why
did these work?
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

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