1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents IN-CLASS ACTIVITY DESIGN -1 11
SECTION
SLIDE #
ABOUT YOU 3
OUT-OF-CLASS SEGMENT - LEARNING
OBJECTIVES 5
LEARNING OBJECTIVES
OUT-OF-CLASS ACTIVITY DESIGN -1 6
OUT-OF-CLASS ACTIVITY DESIGN - 2 8
IN-CLASS ACTIVITY DESIGN -1 11
IN-CLASS ACTIVITY DESIGN -2 16
IN-CLASS ACTIVITY DESIGN -3 19
EVALUATION 20

3. About you
I am G. Sashi Kala, Assistant Professor, Department of English, SASTRA University, Thanjavur, Tamil Nadu. Topic : Suffixes to form Verbs, Nouns, Adjectives and Adverbs

4. G. Sashi Kala Suffixes to form Verbs, Noun, Adjectives and Adverbs
Word Building and Vocabulary
English Grammar & Composition
1st Year Engineering Students
Assistant Professor (SASTRA UNIVERSITY)

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Students will be able to
define ‘suffix’
identify suffixes to make verbs, nouns, adjectives and adverbs
improve their vocabulary by using appropriate words in context
Key Concept(s) to be covered
Suffixes to make verbs
Suffixes to make nouns
Suffixes to make adjectives
Suffixes to make adverbs

6. Out-of-class Activity Design -1
Additional Instructions
View the following videos to know the various suffixes
Suffixes to create verbs
Suffixes to create nouns
Suffixes to create adjectives
Suffixes to create adverbs

7. Out-of-class Activity Design -1
Additional Instructions
1. Make a note of the various suffixes mentioned to form the other forms of words
Watch the videos in order to know
What is a suffix?
How to form verbs, nouns, adjectives and adverbs with suffixes?
a. Viewers of the videos can be tracked and those who make prompt submissions would be made team leaders for groups.
b. ‘2’ additional marks will be awarded to all those students, who
do the flipped classroom activity well.

8. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard youtube Licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Suffixes to make verbs
00:00 – 03:00
03:00
Suffixes to make nouns
00:00 – 06:41
06:41
Suffixes to make adjectives
00.00 – 07:04
07:04
Suffixes to make adverbs
00.00 – 01:49
01:49
TOTAL DURATION
25:66 Mins

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use suffixes to form verbs
class, violence
different,
real, adoration,
deep
3 mins
Watch video 1 to answer this question
Use suffixes to form nouns
cooperate, terminate,
brave, organize
safe, petrify
Immediate
Watch video 2 to answer this question

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use suffixes to form adjectives
anxiety, honest
Easy, immediacy
anger, patient
fortune, wisdom
3 mins
Watch video 3 to answer this question
Use suffixes to form adverbs
extreme, care
excite, perfect
generous, beautiful
glad, quiet
Watch video 4 to answer this question
Expected activity duration
12 Minutes

11. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to
recognize the various suffixes
identify the correct forms of words
make verbs, nouns, adjectives and adverbs by adding suffixes
Key Concept(s) to be covered
How to change a noun into a verb
How to change a noun into an adjective
How to change an adjective into an adverb

12. In-class Activity Design -1
Peer Instruction Strategy – What Teacher Does
1. Other forms of words for individual words
Pose the following PI questions at the start of the class and briefly recall the various suffixes.
Q 1: What is the noun form of ‘swim’
swimming
swum
swimmer
Swam
Three separate in-class activities designed to be conducted in class
Other forms of words for individual words
Finding the other forms of words for a set of root words
Changing the given words into nouns and adjectives
EXAMPLE

13. In-class Activity Design -1
Peer Instruction Strategy – What Teacher Does Q 2: What is the adjective of fury? 1. furiously 2. Furious 3. Fire 4. ferocious

14. In-class Activity Design -1
Peer Instruction Strategy – What Teacher Does
 Q 3. What is the verb form of enlightenment?
1. enlightened
2. enlightening
3. enlighten

15. In-class Activity Design -1
Peer Instruction Strategy – What Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.
Q 1: What is the noun form of ‘swim’? – swimmer
Q 2: What is the adjective of fury? – Furious
Q 3. What is the verb form of enlightenment? – enlighten
EXAMPLE

16. In-class Activity Design -2
TPS Strategy – What Instructor does 2. Finding the other forms of words for a set of root words
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use suffixes to form verbs, nouns, adjectives and adverbs
picture, processing, speak, exhibit, remember, tour, expense, favour, comforting, build, separately, astonished, inform, adventure, like,  
Think Phase – 4 mins
Pair Phase – 6 mins
Share Phase – 5 mins
1. Draw a tabular column.
2. Identify the given words as verbs, nouns, adjectives and adverbs and write the other forms of words
Expected activity duration
15 Minutes

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world-building problem solving using
Think-Pair-Share
Concept clarification using
Peer Instruction

18. In-class Activity Design -2
Explain the strategy by giving details of
What Teacher will do?
a. The teacher will give sentences to use suffixes to change a word both into a noun and a verb
b. After Think Phase, the teacher will ask the students to vote individually.
2. What Student will do?
a. The student will think and remember the various suffixes and make both nouns and verbs
b. They will then share their answer and discuss.

19. In-class Activity Design -3
TPS Strategy – What Instructor does
3. Changing the given words into nouns and adjectives
Add a suffix to the word in parenthesis to create either a verb or a noun to complete the following sentences:
Q1. (electric)
Most homes in that city had been ___________ by the 1920’s.
The ________ of that city was started by Edison’s company but was completed by the Westinghouse company.
Q 2: (simple)
The ____________ of complex news issues by 24 hour news networks dumbs down political debate.
Your plans are too complicated. Please ____________ them.
EXAMPLE

20. In-class Activity Design -3
TPS Strategy – What Instructor does
Q 3: (hospital)
The full cost of ______________ is now paid by the federal government.
Three gunshot victims were ____________ last night.
Q 4 : (global)
Modern technology has helped to ___________ the economy.
The protestors took issue with the increasing __________ of the international monetary system.
Q 5: (memory)
An education should be more than the mere rote __________ of facts.
The students _____________ the new vocabulary for the next week’s test.

21. In-class Activity Design -3
TPS Strategy – What Instructor does
Think (~4 minutes)
Instruction: Think individually and write the correct form of the given words both
as a verb, and
as a noun.
EXAMPLE

22. In-class Activity Design -3
TPS Strategy – What Instructor does
Pair (~6 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
She explains how the root word can be changed into both a noun and a verb.
Like for example
electric – electrification (noun) and electrify (verb)
simple – simplification (noun) and simplify (verb)
EXAMPLE

23. In-class Activity Design -3
TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution as follows: Q1. (electric) Most homes in that city had been electrified by the 1920’s. The electrification of that city was started by Edison’s company but was completed by the Westinghouse company. Q 2: (simple) The simplifying of complex news issues by 24 hour news networks dumbs down political debate. Your plans are too complicated. Please simplify them.
EXAMPLE

24. In-class Activity Design -3
TPS Strategy – What Instructor does Q 3: (hospital) The full cost of hospitalization is now paid by the federal government. Three gunshot victims were hospitalised last night. Q 4 : (global) Modern technology has helped to globalise the economy. The protestors took issue with the increasing globalisation of the international monetary system. Q 5: (memory) An education should be more than the mere rote memorization of facts. The students memorized the new vocabulary for the next week’s test.
EXAMPLE

25. In-class Activity Design -3
Justify why the above is an active learning strategy
This exercise is an active learning strategy as it uses “Think, Pair, Share”
Students will greatly benefit by clarifying their doubts through peer instruction
In both the above strategies
students will go beyond mere listening and execution of prescribed steps.
They will think deeply about the content they were familiarized in out-of-class and do higher order thinking.
There will also be provided feedback (either through peer discussion or instructor summary)