Lesson Plan Vocabulary

EDLC 554 L ESSON P LAN V OCABULARY D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Samantha Brown Grade Level: 2nd Grade Candidate’s Endorsement: SPED K-12 MAT Central Focus: Vocabulary Subject: Language Arts Learning Segment Theme: Homophones Where in the learning segment does this lesson occur? ☐ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☐ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Virginia SOL Oral Language 1.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies b) Begin to ask for clarification and explanation of words and ideas c) Use common singular and plural nouns d) Use vocabulary from other content areas Page 1 of 9

EDLC 554 Virginia SOL Reading 1.8 a) Discuss meanings of words in context b) Develop vocabulary by listening to and reading a variety of texts c) Ask for the meaning of unknown words and make connections to familiar words d) Use text clues such as words or pictures to discern meanings of unknown words e) Use vocabulary from other content areas National Standards 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g.,sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively InTASC Standards Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Students will be able to determine the differences between synonyms and antonyms. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Page 2 of 9

EDLC 554 Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Students will be able to determine the differences between synonyms and antonyms. Students will be able to use synonyms and antonyms in their own writing. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? The teacher will introduce Synonymns and Antonymns by showing the students an interactive anchor chart. As pictured below: As a class the teacher will discuss how Synonyms are words that have the same meaning and Antonyms are words that have an opposite meaning. The teacher will call a student up to the board to stand next to her. The teacher will say “I am old” but Johnny is _____. The students will then say he is young! As a class they will complete the anchor chart below. They will glue a copy into their interactive journals. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling The teacher will review the anchor chart with the students. They will discuss the examples of synonyms and antonyms. As a class, the teacher will have different visual cards around the room. The teacher split the students in half. One side will be synonyms and will grab a card first. Then, the teacher will ask the students left to Page 3 of 9