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Michelle Lee
Elementary Inclusive Preservice Program Lesson Plan
Lesson title: Antonyms ant craft Grade/age level: 1 st
Date (intended teaching date): Monday 04/07/14
Learning Objective(s) What do you want students to know, understand, or be able to do as a result of this lesson?
Students will be able to use their knowledge of antonyms to explore some antonyms of their own and create a craft that visualizes the opposite meanings of the words. Focus: I can create a craft using antonyms 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?)
I will look to see that students can come use their vocabulary knowledge to come up with their own antonyms. I will also look to see students use their illustrations to demonstrate the differences in meanings of the two words.
Assessment will be through process and completion of the craft. Rationale Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?
Continuing word study on antonyms Students understand what antonyms are and recognize it when examples are given, but need more reinforcement to be able to think of some on their own. Prerequisite Knowledge What prior knowledge are you counting on? Will this be a problem for any of your students and if so, what will you do?
Students can define what antonyms are and possibly name a few they recognize from the antonym poem 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 into the learning experience?
Boys and girls, we have been focusing on antonyms. Remember, an antonym is just a fancy word for opposites. When two words are opposites of each other, we call them antonyms. (Show anchor chart) Here are some more examples of antonyms (emphasizing the word play) (Go over chart). Lets read the focus together to see what we will be doing today. I can create a craft using antonyms. We will make our own ants made up of antonyms. (Demo the project)
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? Students dismissed to table groups Each student will have three circles of construction paper: Two medium sized, one smaller. The two medium sized circles will be used to write and illustrate the antonyms. The smaller circle will be to draw the face for their ant. They will past the circles to create an ant form, onto a whole sheet of construction paper. Once glued, students can add decorations like a background and ant legs.
Finishing It How will you bring students to closure with this learning experience and connect it to future learning?
Allow some students to share out their projects. Accessibility What accessibility and participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of instruction) Cutting is hard and takes a lot of time for the students. The ant body parts will be cut and prepared beforehand by the teacher. For coming up with sets of antonyms, a list can be started, but students will be encouraged to think of their own or look for some in their reading material. Materials Needed
Construction paper (22), Medium circles (44), Small circles (22), coloring material, glue, antonyms anchor chart, antonym poem
