Synonyms and Antonyms Lesson Plan
Transcript of Synonyms and Antonyms Lesson Plan
SynonymsandAntonymsLessonPlan
MorganHash
SubjectArea:LanguageArts
GradeLevel:3rdGrade
LessonPlanElements
Objectives:
• Thestudentwillbeabletounderstandthemeaningofsynonymandantonym.
• Thestudentwillbeabletochoosesynonymsorantonymsforagivenwordthatwasfoundinatextordetermineifapairofwordsaresynonymsorantonyms.
VASOL’S:
• SOL3.4–Thestudentwillexpandvocabularywhenreading(b)useknowledgeofroots,affixes,synonyms,andantonyms.
ACEIStandardsAddressedandDemonstratedThroughLessonArtifacts:
• ACEI1.0Development,Learning,andMotivation-Candidatesknow,
understand,andusethemajorconcepts,principles,theories,andresearch
relatedtodevelopmentofchildrenandyoungadolescentstoconstruct
learningopportunitiesthatsupportindividualstudents’development,
acquisitionofknowledge,andmotivation:
o WiththeactivitiesIincorporatedintomysynonymsandantonymsformallessonplan,IwasabletomeetthecriteriaofACEI1.0.Istartedthelessonwithagamewherestudentsswitchedfromonesideofthecarpettotheotherbasedonwhatstatementtheyagreedwith.Thestatementsusedwereoppositestatements,suchas"Ihaveapet"or"Idonothaveapet."WiththisactivityIwasabletoactivatestudentspriorknowledgeofthewords"same"and"opposite"andcomparethemtothemeaningof"synonym"and"antonym."Studentswereabletorelatetwothingsbeingthesametosynonymshavingthesamemeaning.Theywerealsoabletorelatetwothingsbeingoppositetoantonymshavingoppositemeaning.AnotherwayImetthisstandardwasusingapre-assessmentasawaytoplaninstructionthatmeteachlearner’sneeds.Afterconductingthepre-assessment,Iformedalessonbasedonthedata.Finally,withthegamesandactivitiesIincorporatedinthislessonIwasabletodemonstratemyknowledgeofthecharacteristicsoftheagegroupsofthestudentsinmyclass.Ichosetheactivitiesbasedonmyknowledgeofwhatwouldengagethestudents.
• ACEI2.1Reading,Writing,andOralLanguage-Candidatesdemonstrate
ahighlevelofcompetenceinuseofEnglishlanguageartsandthey
know,understand,anduseconceptsfromreading,languageandchild
development,toteachreading,writing,speaking,viewing,listening,
andthinkingskillsandtohelpstudentssuccessfullyapplytheir
developingskillstomanydifferentsituations,materialsandideas:
o Throughoutthislessonplan,ImetthecriteriaofACEI2.1inmultipleways.Tostartwith,Ireferencedthegradelevelstandardsoflearningtodesignmyobjectives.Inthislessonplan,Ifirstintroducedtheconceptsofsynonymsandantonymstostudents.TointroducethetwoconceptsIusedasideswitchingactivity,whichallowedmetoencourageactiveengagementinliteracyinstruction.Wethenreadasmallparagraphsothatwecouldusewordsfromourreadingtoexpandourvocabulary.Iwasabletoincorporatetheactofreadingwithinthislessonwiththeuseofthepassagethestudentsusedtoidentifywords.Thisalsohelpedtointegratereadingwiththeinstructionoflanguagearts.Afterreadingtheparagraph,Iusedwebstohavethemfindsynonymsofthreewordsandantonymsofthreewordsthatwereseeninourpassage.Theuseofthesewebswasadaptedfromtheconceptofsaidwebs.ThiswasanotherwayinwhichImetthisstandard,becauseIusedthestrategytoengagestudentsinlearning.
• ACEI3.1IntegratingandApplyingKnowledgeforInstruction-
Candidatesplanandimplementinstructionbasedonknowledgeof
students,learningtheory,subjectmatter,curriculargoals,and
community: o IwasabletomeetthestandardsinACEI3.1throughthewayI
developedandimplementedthislesson.FirstIbeganwiththeVirginiaStandardsofLearning,whichIusedtodeterminetheskillsthatneededtobetaught.Ialsousedthisknowledgetomakeobjectivesformystudentsthatwerecohesivetothestandards,aswellasappropriateformystudents.Thislessonplanwasdoneinasequentialandlogicalorder,toensurethatstudentswereabletofollowtheinstruction.Ifirststartedwithsynonymsanddidamodel,guidedpractice,andanindependentpracticeactivity.ThenIfollowedthissameorderwithantonyms.Iensuredthateachofthesewasconnecteddirectlytotheobjectivestoensurethatstudentswereabletomeettheobjectives.Overall,IfeelImetthisstandardwiththisartifactbecauseIplannedandconductedalessonthatwasveryconducivetolearning.Thestudentswereabletodisplaytheirknowledgeofsynonymsandantonymsthroughtheirindependentworkonwordwebsandduringthecooperativelearningactivity.Ihaveevidenceofthis,becausemystudentsscoredmuchhigheronthepost-assessmentthanthepre-assessment.AsidefromthescoresIrecorded,theobservationsmadeduringthelessonalsodisplayedthatthestudentsweremakingimprovements.
• ACEI3.5CommunicationtoFosterCollaboration-Candidatesusetheir
knowledgeandunderstandingofeffectiveverbal,nonverbal,andmedia
communicationtechniquestofosteractiveinquiry,collaboration,and
supportiveinteractionintheelementaryclassroom: o WiththeactivitiesIusedinthesynonymsandantonymslessonplanI
conductedwithathirdgradeclass,Iwasabletomeetthestandardsof
ACEI3.5.Duringthislesson,IusedmultipleactivitiesthatfosteredverbalcommunicationbetweenthestudentsandI.Forexample,atthebeginningofthelessonthestudentsplayedagametolearnaboutsynonymsandantonyms.Thisgameencouragedpositivecommunicationbetweenthestudentsandtheteachertohelpimprovethestudents'learning.Studentshadtocommunicatewiththeteacherandotherstudentstograsptheconcepts.Studentsalsohadtheopportunitytoparticipateinacooperativelearningactivity.Thiswasanotherwayforthestudentstouseverbalcommunicationtoimprovetheirlearning.Duringthisactivity,studentshadtocollaboratethroughcommunicatingtofinishtheactivity.Iwasalsoabletofosteranenvironmentwherestudentscouldexperiencesupportiveinteractionswiththeirclassmates.Studentsworkedtogethertoreachacommongoal.
• ACEI4AssessmentforInstruction-Candidatesknow,understand,and
useformalandinformalassessmentstrategiestoplan,evaluateand
strengtheninstructionthatwillpromotecontinuousintellectual,social,
emotional,andphysicaldevelopmentofeachelementarystudent: o Withthislesson,IfirstbegantomeetthestandardsofACEI4withmy
pre-assessment.Aweekbeforeteachingthelesson,Igavemystudentsapre-assessmentonsynonymsandantonymstocollectdataonmystudents’knowledgeabouttheseconcepts.Ithenusedthedatacollectedfromthepre-assessmenttoplanmyinstructionanddeveloptheexpectationsIwantedmystudentstomeet.NextIusedstrategiestohelpmystudentsmeettheobjectiveslistedinmylesson,whichhelpedtopreparethemtofortheSOLs.Afterteachingthelesson,Igaveapost-assessmenttomystudentstoassesswhetherornottheyhadmettheobjective.Thepost-assessmentwasareflectionofthecontentmystudentshadstudiedwithinthelesson.Thepost-assessmentwasalsobasedonmyobjectivesandcouldbeeasilycomparedtothepre-assessment.Aftercollectingallofthestudents’work,Irecordedthescorestoshowmystudents’achievementonthepost-assessment.Finally,Icomparedthescoresfromthepre-assessmentmystudentstookbeforethislesson,tothepost-assessmenttheytookattheconclusionofthelesson.Bycomparingthisdata,Iwasabletodocumentthelearninggainsthatmystudentsmadethroughoutthelesson.Thisalsoallowedmetoseewhichstudentsneededremediationontheconcepts,whichcouldguidefutureinstruction.
Materials:
• Whiteboard• Dry-erasemarkers
Artifacts:
• AppendixA:Pre-assessment• AppendixB:Paragraph
• AppendixC:IndependentPracticeforSynonymsandAntonyms• AppendixD:“Ihave...Whohas”Game• AppendixE:ChecklistforGame• AppendixF:“BattyforSynonymsandAntonyms”Worksheet• AppendixG:SynonymWordWebExamples• AppendixH:AntonymWordWebExamples• AppendixI:Checklist• AppendixJ:PicturesfromLesson
LessonPlanandAnalysis:
Pre-Assessment:
Studentsweregiventhepre-assessmentworksheet(appendixA).Theworksheetaskedthestudentstopickoutthesynonymforasetofwords,pickoutanantonymforasetofwords,andfinallydeterminewhethereachpairofwordswereasynonymorantonym.Tobeabletoobtainthecorrectanswer,studentshadtobeawareofthemeaningofsynonymandantonym.Thefirsttwosectionsoftheworksheetwerematching.ThesecondsectionsimplyhadstudentsputanAintheblankforantonymsandanSintheblankforsynonyms.Studentsreceivedonepointforeachanswertheygotcorrectforapossibletotalof16points.
Aftercollectingthedatafromthepre-assessment,Imadethischarttoshowthenumberofstudentswitheachscore.Somestudentsdidwellonthispre-assessment,butabouthalfofthestudentsthatturnedthepre-assessmentinscoredbelow70%.Withonlythreestudentsgettingallthequestionscorrect,Ifeelthateventhestudentsthatscoredhigheronthepre-assessmentstillneedareview.Whengivingtheassessment,Ialsoencounteredmanystudentsaskingmewhata
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NumberofStudentswithEachScore
NumberofCorrectAnsers(Outof16)
Pre-Assessment
synonymorwhatanantonymwas.Thenwithoutmetellingthem,theywereabletogetmostoftheanswerscorrect.Thisleadsmetobelievethateventhehigheststudentsmayhavemadecorrectguesses. NarrativeDescription:(45minutestotal)
Introduction:ClassDiscussion(10–15minutes) Thestudentsandteacherwillhaveadiscussionaboutwhatsynonymsandantonymsare.Tobegin,thestudentswilldoanactivityonthingstheylikeandgotoeithersideoftheclassroombasedontheiranswertothequestion.Theteacherwillthencomparethetwosidesofthecarpet. Teacher:Todaywearegoingtostartwithagame.Forthisgametowork
Ineedeveryonetostayatalevel1.First,Iwillaskaquestion.Basedon
youranswertothequestionyouwillgotoeithersideofthecarpet.For
example,ImaysayIlikeicecreamorIdon’tlikeicecream.Ifyoulike
icecreamyouwillgototherightsideofthecarpetandifyoudon’tlike
icecreamyouwillgototheotherside.So,everybodystandup!Ifyou
liketodohomeworkgototherightsideofthecarpetandifyoudon’t
liketodohomeworkgototheleftsideofthecarpet.Remembertostay
atalevel1!
*Waitforstudentstochoosetheirside*
Teacher:Okay,soifIamoveronthissideofthecarpetandknowall
thesefriendsliketodohomework,Iknowtheyareallthesame.So
whatifIcometotheothersideofthecarpetandallmyfriendsdon’t
liketodohomework?Arethesefriendsthesameordifferentfromthe
othersideofthecarpet? StudentA:Theyaredifferent. Teacher:Great!Let’stryanotherone.Ifyoulikereadingaloudgotothe
rightsideorifyoulikereadingsilentlygototheleftsideofthecarpet.
NowifIcomeovertomyfriendswholikereadingaloud,Iknowthey
areallgoingtobethesameright?Sotheyaremysynonyms.ThenifI
comparethemtomyfriendswholiketoreadsilently,Iknowtheyare
myantonyms.ThesefriendspickedtheOPPOSITEchoicefromthose
whochosethattheyliketoreadaloud!Sonowwearegoingtodo
anotherandseeifyouguyscantellmewhoaremySYNONYMSandwho
aremyANTONYMS.So,ifyouhaveapetgototherightsideofthecarpet
andifyoudon’thaveapet,gototheleftside.
*Allowstudentstimetomovetotheirsideofthecarpet*
Teacher:OkaysoifIcomeovertotherightsidewhereeveryonehasa
pet,thesearemywhat?
Student:Synonyms!! Teacher:Howdoweknowtheyaremysynonyms?
Student:Becausetheyarethesame. Teacher:Exactly!Weknowthatsynonymsarethesame!
Whataboutmyfriendsoverontheothersideofthecarpet,whatare
theywhencomparedwiththesynonyms? Student:Antonyms!
Teacher:Yes!Andhowdoweknowthatthesearetheantonyms?
Student:Becausetheyareopposite! Teacher:GreatJob,synonymsarewordsthatmeanthesameand
antonymsarewordsthathaveoppositemeanings.
InstructionandActivities:(30minutes)SynonymsMini-Lesson(10minutes)
Teachershouldhavestudentsfindaseatonthecarpetbeforebeginningalessononsynonyms. Teacher:Nowwearegoingtotalkalittlebitaboutsynonyms.Whatare
synonyms?
Student:Synonymmeansthesame! Teacher:Right,soifIsaidtwowordsweresynonyms,whatwouldI
meanbythat?
Student:Thatthetwowordsarethesame. Teacher:Close,whenwearetalkingaboutsynonyms,wearetalking
abouttwowordsthatmeanthesamethingorclosetothesamething.
*Teachershouldwritethisdefinitionontheboard*
Studentswillbegiventhefollowingparagraph.“Johnnygotapuppyforhis birthdaylastyear.ThispresentmadeJohnnysohappy,becausewhenJohnny askedwherehispresentswere,hismomsaidtherewerenone.Johnny’s momsaidthatheonlygotapuppybecausehehadbeensonice.Whenhegot hispuppy,itwasverysmall.Nowthathispuppyisolder,hispuppyhas gottenbigandhisbarkshavegottenquiteloud.”Theparagraphwillbegiven tothestudents(AppendixB)aswellaswrittenontheboard.
• Model:Aftertheparagraphhasbeenreadaloud,theteacherwillpointoutthewordsmall.
Teacher:IntheparagraphaboutJohnny’spuppy,Ireadthatthepuppy
wasverysmall.Whenwereaditisimportanttoknowotherwordsthat
alsomeansmall.Wesaidthatsynonymsarewordsthatmeanthe
sameorhavesimilarmeanings.So,ifIwanttofindwordsthatmeanthe
samethingassmallIwillbelookingforthesynonyms.
Theteacherwillwritethewordsmallontheboardanddiscussthepossible synonymsfortheword.Thisformatwillbedoneasaweb.So,smallwillbein themiddleandthesynonymswillbedrawfromthemiddle.
Teacher:IhavethewordsmallandIamtryingtousesomesynonymsof
thisword.SoIamlookingforwordsthatmeanthesamething.Iknow
thattinyhasasimilarmeaningtosmall.Ialsoknowthewordslittleand
teenyhaveasimilarmeaningsoIwillwriteallofthesewordsup
comingoffofmyoriginalword.
• GuidedPractice:Nexttheteacherwillwriteupanotherwordfromtheparagraphandhavestudentsgivesynonymsfortheword.Theteacherwillwriteuphappy.
Teacher:NowIamgoingtogobacktomyparagraph.Iseetheword
happy.IamwonderingwhatotherwordsIcoulduseinsteadofhappy
thatwillstillmeanthesamething.IfIhavethewordhappyandIam
lookingforsynonymsoftheword,Iamlookingforwordsthatarethe
sameordifferent?
Students:Thesame! Teacher:Yes!Sowhataresomesynonymsorwordsthathavesameor
similarmeaningtothewordhappy.
StudentA:Glad! StudentB:Joyful! StudentC:Excited! Teacher:Exciteddoesnotnecessarilymeanthesamethingashappy,
butthewordsdohavesimilarmeaningssowecanuseit!
*Ifstudentscannotthinkofwordsontheirown,theteacherwillsayvarious wordsandaskiftheyaresynonyms.Sotheteachermaysaywordssuchastall, none,mad,joyful,excitedandglad.Studentswillhavetodeterminethatonly thelastthreearesynonyms.*
• IndependentPractice:Forindependentpractice,studentswillbegivenaworksheetwithawordinthemiddle.Thewordwillbefromtheparagraphtheyread.Ontheworksheettheywillalsohaveawordbankofwordstheycanusetofillinthebubbles.Thesewordswillincludesynonyms,antonyms,andrandomwords.Studentswillbeinstructedtofindthesynonymsofthewordinthemiddletofillintheweb.Studentswillalsobegivenachoicetoaddbubblesandwordsthattheycomeupwithontheirowntothesynonymwebiftheyfinishearly.Theteacherwillhandoutthesepapersandgivestudentstheinstructions.
Teacher:Ineedyoutocompletethisworksheetliketheonesthatwe
justdidtogether.Asyousee,thewordinthemiddleisnice.Thisis
anotherwordfromourparagraphthatIwanttofindsynonymsfor.You
haveawordbanktochooseyourwordsfrom,ifyoufinishearlyand
wouldlikeyoumayaddmorebubbleswithwordsyoucomeupwithon
yourown.
AntonymsMini-Lesson(10minutes):
Afterthestudentshavecompletedtheworksheetonsynonymstheywillturntheirattentionbacktowardstheboardforalessononantonyms.Thismini-lessonwillgoverysimilartotheoneonsynonyms.Synonymsandantonymshavebeensplitintotwomini-lessonsinhopethatstudentswillbetterbeabletodifferentiatebetweenthetwo. Teacher:Aftereveryoneisdonewiththeiractivity,Ineedeveryone’s
attentionbackupattheboard.Ineedyoualltothinkbacktoour
activitywedidearlier.Whocantellmewhatwedecidedandantonym
was?
Student:Somethingthatisdifferent. Teacher:Yes,ifwesaythattwowordsareantonymsweknowtheir
meaningsaredifferent;theyareactuallyopposites.
*Teacherwillwriteupthedefinitionofantonymontheboard*
• Model:Theteacherwillwritethewordsmallontheboardanddiscussthepossibleantonymsfortheword.Thisformatwillbedoneasaweb.So,smallwillbeinthemiddleandtheantonymswillbedrawfromthemiddle.
Teacher:Iwanttogobacktomyparagraphnow.Iseethewordsmall again,butthistimeIamwonderingwhatwordsmeantheoppositeof small.SonowIamlookingforantonyms.Wordslikebigorlarge. *Teacherwillwritethosewordscomingfromtheweb.
• GuidedPractice:Theteacherwillnowwriteupthewordloudandletthestudentssuggestsantonyms.
Teacher:AnotherwordIsawinmyparagraphwasthewordloud.
Johnnyreallywishedthathispuppywasnotsoloud.Whatcouldwesay
Johnnywishedhispuppywas?So,nowwearegoingtolookattheword
loud.Iwanttofindsomeantonymsforthisword,sothatIcanfigureout
howJohnnywishedhispuppywas.WhocanremindmewhatIam
lookingforwhenIsaythatIamlookingforanantonym?
Student:Youarelookingforawordthatmeanstheoppositeofloud. Teacher:Exactly.Sowhatisanantonym,orawordthatmeansthe
opposite,ofloud?
Student:Silent! Student:Quiet! Student:LevelOne! Teacher:*writeseachupontheboard* *Ifstudentscannotthinkofwordsontheirown,theteacherwillsayvarious wordsandaskiftheyareantonyms.Sotheteachermaysaywordssuchas quiet,none,yell,silent,levelone.Studentswillhavetodeterminewhichare antonyms.*
• IndependentPractice:Forindependentpractice,studentswillbegivenaworksheetwithawordinthemiddle.Ontheworksheettheywillalsohaveawordbankofwordstheycanusetofillinthebubbles.Thesewordswillincludesynonyms,antonyms,andrandomwords.Studentswillbeinstructedtofindtheantonymsofthewordinthemiddle.Studentswillalsobegivenachoicetoaddbubblesandwordsthattheycomeupwithontheirowntotheantonymwebiftheyfinishearly.Theteacherwillhandoutthesepapersandgivestudentstheinstructions.
Teacher:Ineedyoutocompletethisworksheetliketheonesthatwe
justdidtogether.Inthisworksheetyouwillseeanotherwordfromour
paragraph.Thistimeyouarelookingatthewordnoneandtryingto
findantonyms.Youhaveawordbanktochooseyourwordsfrom,ifyou
finishearlyandwouldlike,youmayaddmorebubbleswithwordsyou
cameupwithonyourown.
Closure:CooperativeLearningActivity(10minutes)
Toreviewwhathasbeenlearnedonsynonymsandantonyms,theteacherwillpassoutcardstoasynonymandantonym“Ihave…Whohas?”game.Studentswhodidwellonthepre-assessmentandduringthelessonwillreceivetwocardstogivethemmoreofachallenge.Duringthisgamestudentsmustpayattentionincasetheircardiscalledatanytime.Onthecardsstudentswillaskquestionslike“Whohasanantonymfor_____?”thenstudentwiththenextcardwillrespond,“Ihave____.”Thiswillrepeatuntileveryonehasgonethroughtheactivity. Teacher:Nowwearegoingtoplayagame!Iamgoingtopassoutcards
toeachperson.Onyourcardyouwillseeananswer,followedbya
question.Whensomeoneasksaquestion,youwilllookonyourcardto
seeifyouhavetheanswer.Ifso,youwillreply,“Ihave____”thenyou
willaskthequestionthatisonthebottomofthecard.Thiswill
continueuntileveryonegetstogoatleastonce.Whileweareplaying
thisgamewehavetoberespectfulofourpeersandcannottalkoutof
turn.Ifyouthinkyouhavethecardsimplysaywhatisonyourcard.If
youarenotsure,thenwecangettheclasstohelpyoufigureitout.
ExtensionActivity:BattyforSynonymsandAntonymsworksheet Ifthestudentsfinishthelessonandstillhavetimeleftover,thestudentswillbegiventhe“BattyforSynonymsandAntonyms”worksheet.Onthisworksheet,studentsaregivenmultiplebatsthathaveapairofwordsontheirwings.TheyareinstructedtoputanAonthebat’sbodyifthewordsareantonymsandanSifthewordsaresynonyms.Theteacherwillpassoutthisworksheetafterthecooperativelearningactivity.Theteacherwillexplainthedirectionstothestudentsaslistedaboveandthenallowthemtogetstarted.Whentheworksheetshavebeencompleted,ifthereisextratimethestudentswillbegiventheopportunitytomaketheirownsynonymorantonymweb. AccommodationsandDifferentiation:
• Studentswillbeaccommodatedthroughthenumberofcardstheyreceivedwhenplayingthe“Ihave…Whohas?”game,studentswhoscoredhigheronthepre-assessmentwillreceive2cards,whileotherstudentswillonlyreceiveone.
• Also,toaccommodateforstudentsthatarehigher,theywillbeaskedtoincludetheirownsynonyms/antonymsonthewebiftheyfinishwithextratime.
• ForstudentswhohaveADHDorotherattentionproblems,theteacherwillreinforcedirectionswhentheyareofftask.Theteacherwillalsogivethematimelimitthattheyneedtohavetheactivitydoneiniftheyarenotfocusedontheassignment.Thesestudentswillbeabletousefidgettoysduringthelessonaslongastheyarenotaninterruptionoftheirlearning.Teacherwillcomplimentgoodworkethicwhenitisseentoencourageitinthefuture.
• Forstudentswithlearningdisabilities,theteacherwilluseextraquestionstoscaffoldingtheirthoughtprocessduringindividualworktimes.Theteacherwillreadaloudworksheetswhenneededbystudentswhonormallyhaveactivitiesreadtothem.Theteacherwillprovidethesestudentswithextraattentionduringindividualworktimetoensurethattheyunderstandthequestionsbeingasked.
• Teacherwillusemicrophonetoensurethatstudentswithhearingimpairmentscanhearthefulllesson.
Assessment:
Theobjectivesarethestudentwillbeabletounderstandthemeaningofsynonymandantonymandthestudentwillbeabletochoosesynonymsorantonymsforagivenwordfromatextordetermineifapairofwordsaresynonymsorantonyms.Toassesstheseobjectives,Iwillbeusingthewebsthestudentsmadeduringtheindependentpracticepieceofeachmini-lesson.Iwillbecheckingtoensurethatthestudentsunderstoodthemeaningofbothsynonymandantonymintheirapplicationofit.Iwillalsobeusingobservationsduringthe“Ihave...Whohas”game.DuringthisgameIwillbeobservingtoseeifthestudentsareabletoquicklyanswerthepersonwhohasaskedthequestion.Iwilluseachecklisttorecordthis.Onthechecklisttherewillbeeverystudentsnamewiththreecolumns:instantlyanswered,answeredafteralongpause,andcouldnotdetermineanswerontheirown.ThiswayIamabletoseewhichstudentgraspedbeingabletopickoutasynonymand/orantonymforagivenword. Theobjectivethatstatesthestudentwillbeabletounderstandthemeaningofsynonymandantonymwillbeaddressedthroughthecheck-sheetusedforthegame.Thisisobjectivecanbeevaluatedthroughthisgamebecausestudentsmustunderstandthemeaningofthewordstobeabletodeterminetheanswer.Theywillreceivethreepointsiftheyansweredthequestionimmediately,twoandahalfiftherewasacheckinbetweenthatcategoryandthenext,twoiftheyansweredafteralongpause,oneandahalfiftherewasacheckbetweenthetwocategories,andoneiftheydidnotanswerthequestion.Ifthestudenthadmorethanonecard,theirscoreswouldbeaveraged. Thesecondobjective,andthestudentwillbeabletochoosesynonymsorantonymsforagivenwordfromatextordetermineifapairofwordsaresynonymsorantonyms,willbeassessedthroughtheuseoftheindependentsynonymandantonymwebworksheets.Forthesetwoactivitiesstudentsareusingaparagraphandhavingawordfromtheparagraphtofindasynonymandantonymfor.Studentswillbescoredbasedonthenumberofcorrectwordsfromthewordbankthattheyputintotheweb.Oneachwebstudentswillbegiventhreebubblestofillin,sotheirscorewillbeoutof3foreachweb. Forthepre-assessment,studentswereaskedtomatchsynonymsandantonyms,aswellasdetermineifapairofwordsweresynonymsorantonyms.Thiscanbecomparedtothepost-assessmentbecausestudentsfirsthadtoknowthemeaningofeachofthewordstodeterminetheanswers.Theyalsohadtoidentifyasynonymorantonymforagivenword,liketheydidontheirwordwebs.
Evaluation:
ThereareafewthingsthatIrealizeIneedtoimproveonwhileteaching.Themainoneisclassroommanagementandengagement.Forexample,duringmylastlesson,thereweremanytimeswhereIhadtopausetotryandgetstudentsattentionbeforecontinuingwithmylesson.Thisisnormal,butduringmylastlessonthishappenedwaytooften.Duringthislesson,Itriedtokeepthestudentsmoreengagedbyaskingmorequestions.Ifoundthishelped,becauseasawholestudentsdidnotseemtogetofftaskasmuch.Onethingdiscussedinmylessonthatmayhavebeenthecauseofthisisuncleardirections.Isawthisagainduringthislesson,butnotasfrequently,soIfeelthatwhenIgavecleardirectionstheyweremorefocused.Idothinkthatthereweresomestudentswhoweredisengagedduringcertainpartsofthelessonthough.Onceagain,forthesestudentsItriedtospeakdirectlytothemorcomplimentothersforbeingontasktoencouragethemtodothesame.Ensuringthatallstudents’needsaremetduringalessonisparticularlydifficult.MyclassroomhasmanydifferentneedsandIfinditdifficulttoensurethateverystudentisgettingaccommodatedwhilethewholeclassisalsolearning.Toimproveonthis,IthinkthatIshouldbemoreawareofeachoftheindividualstudentsengagementduringthelesson.ThiswassomethingIwantedtoimproveonfrompreviouslessons.
Post-LessonEvaluation:LearningEvidence
LearningObjectiveOne:Thestudentwillbeabletounderstandthemeaningofsynonymandantonym.Check-sheetScores:
Pre-AssessmentScores:
Whencomparingthescoresfromthe“Ihave…Whohas?”gamechecksheet,itisclearthatstudentsscoredhigheronthepost-assessmentthanthepre-assessment.Bybeingabletoquicklyanswerthequestionsthatwereaskedduringthegame,Iknowthatstudentsunderstandthemeaningofsynonymandantonym.Ithinkthatsomestudentsmayhavescoredalittlelowerduetonothearingthequestionsatfirst.Forstudentswhowerenotabletoanswerquickly,Iwouldmeetwiththeminasmallgroup.Inthisgroupwewouldreviewthedefinitionofasynonymandantonymandthendoasynonymandantonymsort.
Score: 100% 94% 88% 81% 69% 56% 50% 25%NumberofStudents: 3 1 2 2 2 1 4 1
Score: 100% 92% 83% 67% 50%NumberofStudents: 6 1 6 4 1
LearningObjective2:Thestudentwillbeabletochoosesynonymsorantonymsforagivenwordfromatextordetermineifapairofwordsaresynonymsorantonyms.SynonymWordWebScores:
Score: 100% 67% 22%NumberofStudents: 17 1 2AntonymWordWebScores:
Score: 100% 67% 22%NumberofStudents: 17 1 1 Asseeninthetablesabove,nearlyallstudentswereabletodowellonthesetwoassessments.Majorityoftheclassgotalloftheanswersoneachwebcorrect.Iknowthatthesestudentshavemettheobjectivebecauseonthewebtheyhavetochoosesynonyms/antonymsforawordfromatexttheyweregiveninclass.Thisdatecouldalsobecomparedtothepre-assessmentdata,whichshowsthatnearlyallstudentsimprovedfromthepre-assessment.Forthestudentswhodidnotscorewell,Iwouldhaveasmallgroupwiththemaswell.InthistimeIwouldhaveanotherparagraphforthemtoread.Thenwewouldworkonasynonymwebandanantonymwebtogether.Afterguidedpractice,Iwouldgivethemanotherwebtocompleteontheirown.Reflection
Ithinkthislessonwasmoresuccessfulthanmylastlesson.Ifeelthatoverall,studentsweremoreengagedformajorityofthelesson.Thelessonbeganwithagamethatthestudentsseemedtoreallylove.Thisactivitydidmakethestudentsveryexcited,sotherewereacoupletimeswereIhadtobringtheirattentionbacktotheactuallesson.Ithinkthisactivitywentverywell,becauseIthinkthestudentsgraspedtheconceptsthroughthisactivityandcouldgobacktothinkaboutitthroughouttherestofthelessontorememberthemeaningofsynonymsandantonyms.Next,wewentthroughamini-lessononsynonymsandthenoneofantonyms.Ithinkthatseparatingthetwoconceptsintoseparateminilessonshelpedthestudentstodifferentiatebetweenasynonymandanantonym.Thestudentsseemedtobeveryengagedduringthispartofthelessonforthemostpart.Theywereexcitedtosharewordsthattheythoughtwouldbeasynonymorantonymofthewordwehadontheboard.Beforebeginningeachminilesson,Iwouldaskthestudentswhatasynonym/antonymwas.Thisgotconfusingforthembecausetheywantedtogivemeanexampleratherthanthedefinition.IthinkthatifIwouldhaveclarifiedthequestion,theymayhavebetterunderstoodwhatwasasked.Themodelsectionofthelessonalsodidnotnecessarilygoasplannedeither,becausestudentswanttosharewhattheythought,ratherthantheteachersimplymodeling.Whenpickingupthewordwebsforboththesynonymandantonymminilessons,Iwasveryimpressedwiththestudents’responses.Manystudentsadded
theirownwordsafterfillinginallthebubbleswhiletheirclassmateswerestillworking. Next,Igavedirectionsforthe“Ihave…Whohas?”game.Thisgameiswherestudentsbegantolosefocus.OneproblemIfoundwiththisgameisthatoncestudentsfinishedtheircardtheywouldnolongerpayattention.Thisbecameaproblem,especiallytowardstheendofthegame.Studentsbegantogetchatty,whichmadeitdifficultforotherstudentstohearthequestionsbeingasked.Ihadtopausetoregainattention.Ithinktohelpfixthis,therewouldneedtobeareasonforstudentstostayengaged.Maybestudentscouldbeaskedrecordanswerstheythink,beforetheanswerissaid.Anotheractivitythatcouldpossiblybemoreengagingwouldbeasortofsynonymsandantonyms. Overall,Ithinkthestudentswereengagedinthelessonforthemajorityofthelesson,withafewstudentsgettingofftaskseveryonceinawhile.Thisdidnotseemtobeabigproblemthataffectedtheirunderstandingthough.ThemajorissueIsawwiththislessonwasthatoneofthestudentswasnotengagedafterthesynonymsminilesson.Mycooperatingteachertriedworkingone-on-onewithhimtokeephimfocused,whileIcontinuedtoteachtheotherstudents.Whentheywereworkingindividuallyontheirwordwebs,Iwentovertotryandre-engagethisstudent.Thisstudentwasunresponsivetomycuesandquestions.Duringthelesson,thisstudentalsowasyellingatandhittingmycooperatingteacher.Iwasveryproudoftherestofthestudentsintheclasswhilethiswashappening;theywereabletostayfocusedonthelessonbeingtaught.Istrugglewithfindingthewaystohelpthisstudent,duringthislessonIhadtomakethechoicetocontinueteachingthewholeclass,ratherthanputtingallofmyeffortintoonestudentandpausingthelesson. Whencomparedtomylastlesson,Ifeelthatstudentswerealittlemoreengagedandweremorereceptiveandresponsivetomyquestions.ThenumberIhadtostopteachingtore-engagethestudentsduringthislessonseemedtobelessthanpreviouslessons.Withtheindividualworksheets,IwasabletovisitstudentswhoIknewneededmoresupportwhiletherestoftheclasswasworkingindividually.Havingthischancetoshortlyworkwiththesestudentshelpedmetounderstandeachone’sunderstandingoftheconcepts.IalsothinkthatIambeginningtousebetterquestionsthatencouragethinking.Overall,Ithinkthislessonwentalittlebetterthanthepreviousone,butIthinkthattobeagreatteachertherearestillthingsthatcanbeimproved.
AppendixA
Name: ______________________________ Synonyms and Antonyms
Find the synonym of each word:
1. Smart ____ 2. Pretty ____ 3. Terrible ____ 4. Yell ____
Find the antonym of each word:
5. Fast ____ 6. Forget ____ 7. Front ____ 8. Skinny ____
Write A in the blank if the words are antonyms. Write S if the words are synonyms.
9. win/lose ____ 10. buy/sell ____ 11. large/huge ____ 12. asleep/awake ____
Name: ______________________________
Synonyms and Antonyms
Find the synonym of each word:
1. Smart ____ 2. Pretty ____ 3. Terrible ____ 4. Yell ____
Find the antonym of each word:
5. Fast ____ 6. Forget ____ 7. Front ____ 8. Skinny ____
Write A in the blank if the words are antonyms. Write S if the words are synonyms.
9. win/lose ____ 10. buy/sell ____ 11. large/huge ____ 12. asleep/awake ____
A. Beautiful B. Awful C. Genius D. Shout
A. Remember B. Back C. Fat D. Slow
13. nice/mean ____ 14. many/lots ____ 15. none/zero ____ 16. happy/joyful ____
E. Beautiful F. Awful G. Genius H. Shout
E. Remember F. Back G. Fat H. Slow
13. nice/mean ____ 14. many/lots ____ 15. none/zero ____ 16. happy/joyful ____
AppendixB
Johnny got a puppy for h i s b i r thday las t year . Th i s present made Johnny so happy , because when Johnny asked where h i s presents were , h i s mom sa id there were none . Johnny ’s mom sa id that he on l y got a puppy because he had been so n ice . When he got h i s puppy , i t was very sma l l . Now that h i s puppy i s o lder , h i s puppy has gotten b ig and h i s barks have gotten qu i te l oud . Johnny got a puppy for h i s b i r thday las t year . Th i s present made Johnny so happy , because when Johnny asked where h i s presents were , h i s mom sa id there were none . Johnny ’s mom sa id that he on l y got a puppy because he had been so n ice . When he got h i s puppy , i t was very sma l l . Now that h i s puppy i s o lder , h i s puppy has gotten b ig and h i s barks have gotten qu i te l oud . Johnny got a puppy for h i s b i r thday las t year . Th i s present made Johnny so happy , because when Johnny asked where h i s presents were , h i s mom sa id there were none . Johnny ’s mom sa id that he on l y got a puppy because he had been so n ice . When he got h i s puppy , i t was very sma l l . Now that h i s puppy i s o lder , h i s puppy has gotten b ig and h i s barks have gotten qu i te l oud . Johnny got a puppy for h i s b i r thday las t year . Th i s present made Johnny so happy , because when Johnny asked where h i s presents were , h i s mom sa id there were none . Johnny ’s mom sa id that he on l y got a puppy because he had been so n ice . When he got h i s puppy , i t was very sma l l . Now that h i s puppy i s o lder , h i s puppy has gotten b ig and h i s barks have gotten qu i te l oud .
AppendixC
AppendixD
AppendixE
StudentNamesInstantly
Answered
Answered
AfterLong
Pause
Couldnot
Determine
Answer
Comments
StudentA
StudentB
AppendixF
AppendixG
AppendixH
AppendixI
AppendixJ