FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name___Alexis Beed________________________________________Lesson
Number____Three_________________
Subject Area___English/Language Arts______________________ Grade
Level____1st_____________________
Date__May 12, 2016______________ Start time___8:20 a.m.______ End
time__9:40am________________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Students will be able to understand what synonyms and antonyms are. They will be able to come
up with synonyms and antonyms for various words.
Related Standard:
1.RV.2. Define and sort words into categories (e.g., antonyms, living things, synonyms).
2
Background:
Students will have previously added enough words to their vocabulary in order to come up with
synonyms and antonyms for various words.
Main Objective of Instruction:
In order to demonstrate (HOTS-Application) understanding of synonyms and antonyms,
TSWBAT complete multiple activities involving synonyms and antonyms and be able to create
sentences including these as well.
Teacher Materials/Resources:
- Computer
- Projector
- Student computers
- Station Signs
- Memory Game pieces
- Poster board
- Markers
- Independent worksheets
- Homework worksheets
- Document Camera
Student Materials:
- Pencil
- Eraser
- Reading Counts book
- Poster board and markers (provided by teacher)
- Computer (located in classroom/provided by teacher)

Anticipatory Set (Introductory Approach):

As the students are finishing their morning work, I will be setting up two videos to play at the
beginning of the lesson. As I tell students to turn in their morning work and head back to their
seat with their desks cleared off, I will display the first video on the screen. Students will be
excited that they are getting ready to watch a video. Once all of the students are at their seats
and quiet, I will tell them that we are going to be watching two videos about the two new things
we are learning. I will tell them to pay close attention to the videos and what they are saying.
First, I will play the synonym video: https://www.youtube.com/watch?v=F99YtYy0Ot4. After this
video is done playing, I will ask the class: Who can tell me what a synonym is? I will expect an
answer similar to: A synonym is something that is the same. After discussing what a synonym is,
I will then tell the students we are going to watch our second video. I will then pull up and play
the antonym video: https://www.youtube.com/watch?v=F5XJuH57tf0. After the video is done
playing, I will ask the class: Who can tell me what an antonym is? I will expect an answer similar
to: An antonym is something that is the opposite of something. We will then proceed to the rest
of the lesson.
Instructional Procedures (Whole Group):
1. I will tell the students to turn in their morning work and return to their desks. They should
also have everything cleared off of their desks. (2 minutes)
2. Once all voices are off and I have the students attention, we will begin with the
anticipatory set listed above. (Visual/Spatial) Once we have played both videos and
discussed what synonyms and antonyms are, we will move on to the rest of the lesson. (6
minutes)
3. I will say to the students: As you can see today we will be working with synonyms and
antonyms! We are going to have 5 different centers with 5 students in each group! Each
group will be something different with synonyms and antonyms! You will have 10 minutes
at each station! Then I will go on to explain what the students will be doing at each
station. (1 minute)
4. I will then explain the first station to the students. At their first station they will be working
at the computers. Each computer will already have been set up at the beginning of the
day to open to the game they are going to play. I will tell the students that they will be
playing a synonym and antonym game. I will tell them that all they have to do is go to the
computers and the game will already be pulled up. I will then pull the game up on my
computer and show them how to play the game on the projector. They will first click on
synonym or antonym on the page. Then, they will click the go button. Next, they will click
the button that says basic and then click go again. From there, the game will begin. They
are going to aim at the word that is either the synonym or the antonym of the special
words displayed. I will do a couple rounds on the screen so students can understand. I will
ask if there are any questions. If there are no questions I will move onto the next station.
http://media.abcya.com/games/synonyms_antonyms/flash/synonyms_antonyms.swf
(Visual/Spatial) (2 minutes)
5. For the second station, I will explain to the students that they will be doing independent
work at their seats. I will use the document camera to display the worksheets and explain
to the students what they will be doing. The first worksheet I will show them will have
multiple stars on the page. I will read the directions on the page to them. These directions
say: Color the synonyms red and the antonyms blue. Then I will show them the next
worksheet. I will explain to them that they will be cutting out the word boxes and either
gluing them on the synonym or antonym side. I will remind the students that they need to
put their names at the top of the paper and turn the worksheets into the turn in tray by
the window when they are done. I will also remind them that if they get done early and
have extra time they should be reading their Reading Counts books. I will ask if there are
any questions. If there are no questions I will move onto the next station. (Linguistic)
(1:30 minutes)
6. For the third station the students will be making a poster in their groups. I will have
already pre-made these posters and the students will fill in the blank. I will hold up one of
the example posters. The poster will have a word on the middle at the top of the page,
(the five words on the posters will be: bad, big, happy, sad, small) and then will be split

like a t-chart and have antonym on one side and synonym on the other. I will tell the
students that they need to work in their group to come up with as many synonyms and
antonyms for each word as they can. They will write down the words and draw pictures for
the words. I will ask if there are any questions. If there are no questions I will move onto
the next station. (Bodily/Kinesthetic, Interpersonal, and Linguistic) (1:30 minutes)
7. The next two stations are similar. I will explain these two together. I will tell the students
that they will be playing a memory game at two stations. One station will be an antonym
memory game and the other will be a synonym memory game. I will explain to them how
the game works. They will pick two cards and flip them over. If the two cards go together
(either a pair of synonyms or antonyms) they will be able to keep the cards. They will go
around the circle in the groups taking turns choosing the cards. Most of the students have
played this type of game before and will know how to play. I will ask if anyone has any
questions. If they do not we will move onto centers. (Bodily and Visual) (1:30 minutes)
8. I will have previously placed all the students in a group randomly using the popsicle sticks
with the students names on them. I will read off one group at a time and tell them to go to
their station. Each station will last 10 minutes. Once each groups is at their station I will
begin the timer. As they are working in their groups I will be walking around the room
making sure the group is doing what they are supposed to be doing and seeing if they
have any questions. (2 minutes)
9. After every 10 minutes, the groups will rotate to the next station. They will rotate in a
clock-wise rotation. Each station will also be labeled with a sign of what that station is so
they will know what it is when they are there if they need to be reminded. I will also give
the students 1 minute of transition time between each station to get settled. The students
will hear a bell at the end of each 10 minutes indicating to switch to the next station. This
will continue to happen until each group has completed each station. (55 minutes)
10.
Once each student has gone through each station I will ask them to all come back
to their seats. I will then pull up Go Noodle. The students will get excited. The Go Noodle
will be there for the students to have a brain break.
https://app.gonoodle.com/channels/gonoodle/finding-dory?source=explorenewest&order=2 This activity will also teach students ways to be physically active when
taking breaks from homework. (Bodily/Kinesthetic) (7 minutes)
11.
After the students have completed the Go Noodle, we will be moving onto specials.
We will continue with our normal dismissal procedures for specials.
Provisions for Individual and/or Group Differences:
I will closely monitor ENL and IEP students during the group activities. I will make sure they are
staying focused and if any certain provisions need to be made, specific to the student, I will do
so. I will also put IEP students and ENL students in a group with a higher ability student. The high
ability student should be able to keep their group members on task and help them to keep up
with the work as well.
Closure:
Watching the video at the beginning of class will allow the students to be introduced to a new
concept in a fun way. Going through all of the different synonym and antonym activities will help
students to understand what each is and help them to make their own synonyms and antonyms
for words as well. The independent work and homework the student turn in will allow me to see if
the students understand what synonyms and antonyms are. If there is time left over, students
will also have the opportunity to present their posters to the class. If time does not permit, they
will have the opportunity to do this after specials.

Evaluation of Learning:

Remediate: Each student will complete each task in each of the centers. They will play the online
game, work with their group to make a poster, play a fun matching game, and complete and turn
in independent work that will be graded.
Extend: There will not need to be any extended work in this lesson. Each center should take the
full 10 minutes. If it doesnt, the students simply continue to play the game or add on to what
they have already drawn and written on their posters. The only place there would be a possible
need for extension, is during independent work. If the student finishes early and has time left,
they will read their Reading Counts book.
Homework: Students will be taking home a synonym and antonym worksheet. This worksheet
will require them to understand and pick out whether certain pairs of words are synonyms or
antonyms. The students will also get practice writing a sentence using a synonym and antonym. I
will place the worksheet in each students folder and they will write the assignment down in their
agenda at the end of the day when we go through dismissal procedures.

Independent Practice:
The students will have a synonym and antonym worksheet as described above.

Smile

Grin

Sad

Unhappy

Big

Large

Tiny

Little

Friend

Pal

Gross

Yucky

Toss

Throw

Smell

Odor

Closed

Shut

Present

Gift

Zero

None

Cry

Sob

Black

White

Boy

Girl

Dark

Light

Up

Down

Forward

Backward

Tall

Short

Big

Little

Friend

Enemy

First

Last

Boy

Girl

Sick

Healthy

Laugh

Cry