Teacher Education Lesson Plan Template
Teacher: Ms. Speelman Date:10/11/19
Title of Lesson: Synonyms and Cooperating Teacher: Mrs. Wethington
Antonyms
Core Components
Subject, Content Area, or Topic
Language Arts, WG Reading
Student Population
22 third grade general education students
Learning Objectives
ELA.3.4.2 Use knowledge of roots, affixes, synonyms and antonyms to determine the meaning of new
words.
ELA.3.1.1f Increase listening and speaking vocabularies.
I can:
I can use knowledge of synonyms and antonyms to determine the meaning of new words.
Virginia Essential Knowledge and Skills (SOL)
3.4 The student will expand vocabulary when reading.
b) Use knowledge of roots, affixes, synonyms, and antonyms
VDOE Technology Standards
G. Instructional personnel shall be able to plan and implement lessons and strategies
that integrate technology to meet the diverse needs of learners in a variety of
educational settings.
English Language Proficiency Standards (ELPS)
Materials/Resources
Synonyms/Antonyms AC
Synonym and Antonym Epic Activity (centers)
Synonym and Antonym Think Links
Synonym Antonym Comparison Work Sheet
Document Camera
View Sonic Board
Epic! Synonym/Antonym activity
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
Time
(min.) Process Components
5 *Anticipatory Set
TTW: CTPK by addressing the Think Link Activity students did the day prior
TTWS: today we are going to jump into Synonyms and Antonyms
TCW: observe items that are similar and opposites such as:
1) Black and white pieces of paper
2) Salt and pepper
3) Hot coffee mug and ice pack
4) Two leaves
5) A stick and a log
TSW: turn and talk about what they observed.
1 *State the Objectives (grade-level terms)
TWS: “I can”
TSWS: use knowledge of synonyms and antonyms to determine the meaning of new
words.
2 *Instructional Input or Procedure
TTW: show students Antonym/Synonym Chart
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
TTW: have four students read a pair of synonyms or antonyms
TSW: get out a blue, red, and green crayon/color pencil
TTW: re-introduce Think Links
.5 *Modeling
TTW: model for students how to fill out the bottom of Think-Link Sheet
.5 *Check for Understanding
TTW: ask students what questions they have about the activity they are about to
complete
5 *Guided Practice
TSW: Write the words, “Synonyms”, “Antonyms”, and “Homophones” in three of the
four boxes at the bottom.
TTW: walk students through the activity coloring the appropriate colors
TSW: put their papers in their writing notebook when they are finished
TTW: introduce Synonym/Antonym activities to do during centers.
During *Independent Practice
Guided TSW: work on Connection Paper during Centers (in Whole Group time permitting)
Reading TSW: complete Epic! Synonym/Antonym activity assigned to them
Centers
Assessment
TTW: assess worksheet that students do independently
1 *Closure
Penny for your thoughts: Why would it be important for us to know synonyms,
antonyms, and/or homophones?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Epic Activity can be differentiated based on the students’ DRA levels.
Struggling students may work with a partner for Think Links.
Students will be able to watch the progress of the activity on the View Sonic Board, so students
who are behind can catch up.
Classroom Management Issues (optional)
Students may work in flexible seating only during the independent reading centers portion of the
lesson.
Students know that it is expected of them to be respectful, responsible, and safe and may need
to be redirected if they decide not to follow those expectations.
Classroom Redirection Cues:
Dolphin Splish, Dolphin Splash
If you can hear me clap once, twice, three times, etc.…
TWS: Eyeballs TSW: Click
Clapping in a pattern
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.
Intern Signature Cooperating Teacher Signature Date
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
