LITERACY LESSON PLAN

Name: Type of Lesson:

April Cronin Phonemic Awareness
Phonics
Fluency
Vocabulary

Skill / Grade Level LEARNING GOALS TARGETED IN THIS LESSON

Learning Target(s): (Developed from the
Skill: meaning of Indiana Academic Standards) 2.RV.2.2:
vocabulary Identify relationships among words,
including common synonyms and antonyms.
Grade Level: 2nd (I can statement(s) based on standard(s)
Grade selected)
I can indentify and name a common synonym and or
antonym.

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY
Synonym -bat synonym/antonym worksheet
Antonym -colored markers, crayons, pencils

LESSON PLAN Script each of the three major sections of

your Lesson Plan
Into the Learning
o In this section Synonyms are words that have the same
you set the meaning. Think Synonyms have Similar meanings!
purpose and Antonyms are words that have opposite
activate prior meanings. Today we are going to practice
knowledge identifying and creating synonyms and antonyms.
o Introduce the
Activity
Through the I DO: (Draw a bat on the board, write up on
Learning one wing, and down on the other) When
o In this section deciding if a word is a synonym or a antonym I
you read the have to idenify if the word has the same or
selection, different meanings. A good way I like to check is
support readers
by using the word in a sentence, if I can use the
through explicit
instruction, other word in place of the previous word and the
modeling, guided meaning remains the same its a synonym,
remember synonyms are similar. If the word

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560
 practice with changes the meaning of the sentence, its an
active antnoym. For example with this bat: I went up
participation and the stairs, I went down the stairs (display
independent this). See how the meaning has changed? These
practice.
words have different meanings, so I know this is
o Gradual Release
an antonym. (write an A in the middle of the bat)
of Responsibility:
o I DO, WE WE DO: Now I want you guys to try this with me.
DO, YOU (write giggle and laugh on each wing) Can I
DO have a volunteer giggle for me? (Pick someone)
Now can I have a volunteer laugh for me? (Pick
someone) Does the meaning change between
giggle and laugh? So are these words synonyms
or antonyms? (looking for synonym).
Now lets try this another way. (Write hot on one
wing and an A on the middle of the bat). I have
the word hot, and Im looking for an antonym,
anyone have any ideas? (Call on someone to
share their thoughts ex. cold). I will continue to
provide examples of both of these bats until
studnets have a general grasp.
YOU DO: Now I want you guys to try this for
yourselves! You all have a sheet with bats who are
missing a lable of either A or S, or they have the A
or S and you have to provide an example of a
word that would work. Work through the
worksheet and once you finish, turn the worksheet
over. There is a blank bat, and I want you to make
your own bat, you get to choose the word and you
get to choose if its an antonym or synonym. Then
I want you to find a group of 3-4 of your
classmates and share the bat you made but cover
up the middle and your peers will have to answer
whether it is an antonym or synonym. Everyone
will take turns sharing their bat. Once you are
done sharing your bats you may decorate it
because after I collect it I am going to hang it up
in the room!
Beyond the Learning Additional bat worksheets can be available that
o Independent the students can work on during the literacy work
Practice of skill stations. After I have collected the bats worksheet
during literacy and made note on how the students did I will hang
workstations or the bats up in the room and put post-it notes over
centers the belly that reads S or A. Students can walk over
o Reinforce your

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560
 learning target and test themselves and then checking their
answers by lifting the post-it note.
ASSESSMENT
o What formative I will walk around during the students work time
assessment will and observe how they do with the worksheet. I will
give you also listen in on the students conversations and
information on answers when sharing their bats with their peers.
each of your Finally, I will collect the worksheets and make note
students
on how the studnets did. At this point I will decide
learning of the
lessons learning to move on or spend more time with the skill
target(s)? based on these observations.
o Be sure to
integrate
formative
assessment into
one of the above
major sections of
your lesson plan.
DIFFERENTIATION LANGUAGE SUPPORT FOR ELs (Choose the Key
FRAMEWORK Component(s) and 1-2 strategies/activities)
o How will you Using the SIOP Model of Sheltered Immersion,
differentiate list 1) the General Category of Key Components
your lesson to of Teaching Language and Content Effectively
meet diverse and 2) the Specific Instructional Strategies used
students needs? in this lesson. Be sure to add these labels in
bold in your lesson plan.

Reflection:

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560