Students’ age range: 08-10
Description: Content outline: Word origin involves the study of the history of words, their origins, and how their form and meaning have changed over time. The Origin of words are determined by their basic elements, earliest known use, and changes in form and meaning, tracing its transmission from one language to another, identifying its cognates in other languages, and reconstructing its ancestral form where possible.
Word origin is important because it offers the background knowledge that is necessary to create a bond or connection with the users and to determine the words’ meaning, formation, construction, and how it should be correctly used.
Prefix: A prefix is a group of letters placed at the beginning of a word to modify or change its meaning.
Word Origin of tri: The word was derived from the Latin word tres that means having three, or to have a combination of three things.
Words starting with ‘tri’
Triangle: A three sided figure.
Tricycle: A bike/vehicle with three wheels
Triplet: Three offspring/children born at the same time.
Tripod: A three legged stool, table or stand holding things.
Trio: A group of three people or things
Trilingual: Being able to speak three languages.
Trisect: To cut into three pieces.
Tricolour: Having three colours.
Introduction: Words attached with pictures of prefixes that start with ‘tri’ will be displayed on the board and student will be asked to share what they have notice is similar between all the words.
Step 1: Students will be asked if the know what prefixes are and the responses will be documented on the board after which a clarified answer to what a prefix is will be given in the song ‘I am a Prefix’.
Step 2: Students will be asked to give examples of some prefixes they know, after which the word ‘Triangle’ will be placed on the board and students will tell if a prefix is attached to the word. After which a discussion will take place on ‘tri’, the origin, and meaning and how prefixes can be used.
Step 3: The students will be asked to give additional ‘tri’ words they can think of and give the words in sentences with assistance from their fellow peers. The teacher will also share additional words that the students haven’t mention. These words will be written on the board and student will be asked to document them in their note books as vocabulary words.
Culminating activity: Students will be grouped and each group will be given a flashcard with either the prefix ‘tri’ or the remainder of the word. Two groups will be chosen to stand one with tri and the other with a word ending and they will say their word and together form two adjoining sentences. After all the groups have been chosen the collective class with sing the ‘I am a Prefix’ song.