Understanding Root Word "Plic"

Curriculum Area & Level

Subject: English Language Arts (ELA)
Grade Level: 4th Grade
Standard: Common Core State Standards (CCSS.ELA-Literacy.L.4.4.b)
Focus: Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word

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Lesson Objectives

By the end of this 15-minute lesson, students will be able to:

• Identify the root word "plic" and its meaning.
• Recognize and define words that include the root "plic."
• Differentiate between words based on this root using context clues.
• Support ELLs and students with IEPs through structured differentiation.

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Materials Needed

• Chart paper/whiteboard
• Word cards with "plic" words (duplicate, complicate, application, implicit, etc.)
• Small dry-erase boards (one per group)
• Sentence strips with blanks for word completion

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Lesson Breakdown (15 Minutes)

1. Warm-Up (3 Minutes) - "Word Detective"

Activity:

• Write the letters “p-l-i-c” on the board.
• Ask: "What words do you know that contain these letters?"
• Have students think-pair-share, discussing possible words with their partners.
• Reveal that "plic" is a Latin root meaning "to fold, bend, or weave together."

Differentiation Strategy:

• ELLs: Provide simple visuals for "fold," "bend," and "weave." Use hand gestures to demonstrate.
• IEP students: Offer an anchor chart with examples (e.g., picture of a folded paper labeled "duplicate").

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2. Guided Practice (5 Minutes) - "Root Word Sorting"

Activity:

• Display 4-6 words with "plic" (e.g., duplicate, complicate, application, implicit).
• Have students work in groups of four, sorting words using small whiteboards:
  • Category 1: Words related to folding/doubling (duplicate, multiply).
  • Category 2: Words related to difficulty (complicate, complex).
  • Category 3: Words related to usage/applying (application, implicit).
• Discuss why each word fits into its category, emphasizing how "plic" connects them.

Differentiation Strategy:

• ELLs: Provide word definitions with pictures.
• IEP students: Pre-teach key vocabulary and group with a partner who can assist.

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3. Quick Application (4 Minutes) - "Fill in the Blank Challenge"

Activity:

• Present 3-4 sentences with blank spaces (e.g., "She had to _____ the form before submitting it.").
• Have students choose the correct "plic" word to complete the sentence.
• Students write their answers on whiteboards and hold them up simultaneously.

Differentiation Strategy:

• ELLs: Offer a word bank with visuals.
• IEP students: Pre-highlight key context clues in the sentence strips to guide selection.

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4. Exit Ticket (3 Minutes) - "One-Minute Meaning Share"

Activity:

• Have students write one sentence using a “plic” word in their notebooks.
• Call on a few students to share their examples aloud.
• Reinforce that understanding roots helps them figure out unfamiliar words in the future!

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Assessment & Wrap-Up

Formative Checks:
✔ Observing student engagement in word-sorting
✔ Accuracy of responses in "Fill in the Blank Challenge"
✔ Quality of sentence construction during exit ticket activity

Teacher Reflection:

• Did students grasp the meaning of "plic"?
• Did differentiation strategies support ELLs and students with IEPs effectively?
• What adjustments could enhance engagement and comprehension next time?

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Extension & Homework (Optional)

• Ask students to find and write down three words outside of class that contain "plic."
• Challenge advanced students to create a silly story using at least 4 "plic" words.

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This lesson keeps students engaged in hands-on learning and ensures differentiation for all learners—making sure everyone succeeds while exploring the rich power of root words! 🚀