Lesson Plan Vocabulary
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Liberty University *
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Course
554
Subject
Linguistics
Date
Dec 6, 2023
Type
docx
Pages
9
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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
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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.
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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
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EDLC 554
find a card and then find their partner based on their
antonym visual card. After completion, the teacher will
place them on the board and go over them as a class.
Guided Practice
Students will play spoons with Synonyms and Antonyms.
Directions:
• Players sit in a circle with the 3 spoons in the middle.
• Shuffle the cards and distribute 4 cards to each player.
• Each player takes turns passing one card that they do
not want to the player to their left.
• When a player has 4 cards that are the same, he/she, as
quietly as possible, takes a spoon from the center.
• The other players then take a spoon until there is one
player without a spoon.
• The player without a spoon must say, “Prove it!” to the
player that has the match.
• The player with the match has to prove that his/her
cards are matches (they will either give a synonym or
antonym for their card depending on the card if it says
synonym or antonym.)
• If the original player is able to prove it, the player
without the spoon has to add an S to his/her scoreboard.
If the original player cannot prove that his/her cards
match, that player gets an S.
• Take up all cards, shuffle, and play again. • If a player
spells the word SPOONS, they lose.
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