Michelle Lee

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Word study - Antonyms Grade/age level: 1st Date (intended teaching date): Wednesday 04/02/14

Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

Student will understand that words have opposite meanings to them. They will be able to increase their word knowledge. They will also be able to visualize the opposite words. Focus: I can create a flip book of antonyms. I like to write the focus statement on the board at the beginning of every instruction so that the students and I are all on the same page in regards to our goal for the next hour.

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)

Students should be able to find the antonym to the given words. They should understand that it means the opposite or complete different meaning. Students should also be able to visualize the difference in meanings by creating illustrations for the words.

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

Students were introduced to antonyms earlier in the week and I think this activity is a great opportunity to get students thinking about more antonyms and to add them to their repertoire.

Prerequisite Knowledge Students have read a poem on antonyms that included some opposites, and have
What prior knowledge are visualized it in their poetry notebooks. you counting on? Will this be An improvement would be to provide more background knowledge leading up to a problem for any of your students and if so, what will this lesson. Students knowledge of antonyms was limited to the poem and some

you do?

other basic ones they knew (ex: hot/cold). Therefore, in the final product, I didnt find much variety other than the ones we went over as a class.

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Starting It

How will you invite students week. into the learning experience?

Boys and girls, we were introduced to antonyms earlier in the Remember, antonyms mean words that are opposite. For example, an antonym for happy is sad. Lets read over our poem on antonyms and remind ourselves of some more antonyms. (Read poem echo reading) We are going to think of some more antonyms that we can add to our vocabulary by creating a flip book. (Demo how to create the flipbook) We are going to create flaps. On the outside of the flap, we will write a word. On the inside of the flap, we are going to write and illustrate the antonym of that word. (Show example). Remember to leave some spaces between the words down the column because we need to cut between them. I will provide you with the words you will write (show them list). The remaining two words, I want you to challenge yourself and think of your own word and its antonym. Words: happy, up, hot, -Students dismissed to their tables. Materials will be passed out once they are at their desks.

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Doing It
Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

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Finishing It
How will you bring students to closure with this learning experience and connect it to future learning?

-If time remains, students may share their crafts. They will also be encouraged to find some in their reading material and keep a working list of them in their notebooks.

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Accessibility

The making of the flipbook is quite challenging. Therefore, I chose to keep the

What accessibility and class at the rug and do a demo with all of them. In other words, they will be making participation challenges have you taken into account and the craft with me step by step. Materials need to be prepared and instructions should

how have you addressed them? (material and human resources, sequence of instruction)

be kept very simple.

Materials Needed

Colored paper, paper, scissors, coloring material