Antonym Lesson Plan
Teacher: Joy Lewis
Date: November 30, 2016
Subject: Language Arts, Antonyms
Standards:
CCSS 4.L.5c- Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
CCSS 5.5.c- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words.
CCSS 6.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Lesson Objective: By the end of the lesson, students will demonstrate an understanding of
antonyms and identify them in context.
Connecting to Prior Knowledge:
Previous to this lesson, students have been learning about synonyms.
Structured Practice
Model
Input
Objective
Teacher
Student Engagement
Address Standard and Objective (our job)
What’s our “job” today?
Teacher will read lesson objective written
on white board
Students and teacher will read lesson
objective written on white board
Teacher will access students prior
knowledge and write a pair of synonyms
and antonyms on whiteboard
Students will engage by providing
examples of synonyms
Using technology, the teacher will present
a Digicore Lesson on Using Antonyms.
Students will watch, think and learn
Teacher will provide definition and
examples of antonyms
Teacher will review words used in the
example to ensure students understand
word meanings then invite students to the
board to identify antonyms.
Teacher may have volunteers or utilize
equity sticks to Think-Pair-Share
opportunities, equity sticks
Depending on time, teacher will have
students play the antonym memory game
as part of the Digicore lesson
Students will actively participate by
taking turns coming to the board and
identify antonyms
Guided Practice
Independent
Practice
Students will recall lesson
Students will work in pairs and use
Teacher will assign partners from lesson learned to identify antonyms in
students present (using “Amazing A’s” practice sentences in the Digicore lesson.
and “Brilliant B’s” cards and guide the
students through a brief antonym quiz as
presented in the Digicore Lesson.
Monitoring
Coaches students (immediate feedback)
At the end of the lesson, students will
independently complete an exit ticket of
two sentences to identify antonyms
Lesson Plan
Teacher: Joy Lewis Date: 10/11/16
Subject: Math, 6th Grade
Class: Special Day Class M/M
Standard: Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.MATH.CONTENT.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
Lesson Objective: “Today, I will learn about positive and negative numbers and show that
negative numbers decrease in value the farther they get from zero.”
Connecting to Prior Knowledge:
Previous to this lesson, students have identified and plotted positive and negative numbers.
Input
Objective
Teacher
Student Engagement
Address Standard and Objective (our job)
What’s our “job” today?
Teacher will read lesson objective written
on white board
Students and teacher will read lesson
objective written on white board
Structured Practice
Model
Teacher will access students prior
knowledge and write
Using technology, the teacher will show
Students will watch, think and learn
video on how integers are used in the real
world context of determining temperature.
Video models how temperature is
identified by degrees on a number line
above and below zero.
After video, teacher walks students over
to number line posted across one wall of
the classroom. Teacher points to zero
and to the negative numbers on one side
of zero and positive numbers on opposite
side of zero. Then teacher walks on the
negative number side and as she walks
she makes her body smaller and smaller
and smaller. Demonstrating that just a
like a negative number: the farther it
moves away from zero on the negative
side, the smaller its value gets.
Students will actively participate by
walking with teacher across the room.
Guided Practice
Independent
Practice
Teacher has the students walk with her Students will recall lesson
across the room on the negative number
side and copy how her body gets smaller Students then worked in pairs walking
the farther away from zero. Teacher away from zero.
points to number line and says see how
we are moving away from the zero and
are bodies are getting smaller.
Exit Ticket
At the end of the lesson, teacher asks
each student to show her what happens
to value of a negative number as it gets
farther from zero. Teacher gives each
student a different number to walk to and
asks them is the number bigger or
smaller than the number before it.
Lesson Plan
Teacher: Joy Lewis
Date: 12/12/16
Subject: Language Arts, Writing
Standards:
Use a variety of transitional words and phrases to manage the sequence of events.
CCSS 4.3c
CCSS 5.3c
CCSS 6.3c
Lesson Objective: By the end of the lesson, students will demonstrate correct use of transition
words in a paragraph.
Connecting to Prior Knowledge:
Previous to this lesson, students have been learning proper writing structure.
Model
Input
Objective
Teacher
Student Engagement
Address Standard and Objective (our job)
What’s our “job” today?
Teacher will read lesson objective written
on white board
Students and teacher will read lesson
objective written on white board
Teacher will access students prior
knowledge of sequencing events of a
story
Students will engage by providing
examples of words used in sequence
Using technology, the teacher will present
a Digicore Lesson on Using transition
words
Students will watch, think and learn
Independent
Practice
Structured Practice
Lesson includes demonstration of
transition words in sentences
Teacher will review words used in the
example to ensure students understand
word meanings then invite students to the
board to interact with lesson
Teacher may have volunteers or utilize
equity sticks to Think-Pair-Share
opportunities, equity sticks
Monitoring
Coaches students (immediate feedback)
Teacher will move around room and have
students read their paragraphs and then
stamp their journal page with a star when
they are done.
Students will actively participate by
taking turns coming to the board and
identifying the proper word to use in
sequence
At the end of the lesson, with assistance
students will write in their writing journals
the instructions on how to make their
favorite sandwich