Northern State University

Student Teaching Experience

Fall 2017 ELED/SPED 396
Common Lesson Plan

Candidate Name: DeAnne Taylor

Candidate Website Address: dedeleightaylor.weebly.com

Name of School where data May Overby

was collected:

Subject/Content Area: Language Arts

Grade Level: 5th Grade

Date of Lesson: November 15th, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by

falsification or misrepresentation may result in a failing grade in a course or expulsion
from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an
exemplary (outstanding) model for teacher candidate and university supervisor training
purposes in the future. I understand my name will remain on the document for proper
credit.

Signature of Candidate Submitting the TWS: electronic submission)

DeAnne Taylor
 Millicent Atkins School of Education: Common Lesson Plan

Teacher Candidate Name: Dede Taylor

Grade Level: 5th Grade
Subject: Language Arts
Date: Wednesday, November 15, 2017

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

L.5.5- Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.
c. Use the relationship between particular words (e.g. synonyms, antonyms) to better
understand each of the words.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to

Students will be able to determine the difference between synonyms and antonyms.
Students will be able to share examples of synonyms and antonyms.

Describe how the objective is relevant to students lives.

This is relevant to the students lives because it is important to understand figurative language
when reading and communicating with others.

List the words relevant to the content area that you will either introduce and/or review during
your lesson.

Antonyms
Synonyms

List the materials you will need to teach the lesson.

SMARTboard
Whiteboard
Whiteboard markers
Pre-assessment sheet
Post-assessment sheet
 ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.

The Monday before the lesson I will hand out a short worksheet that will have the students
match the definition for synonyms and antonyms and examples to each definition.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-assessment will be administered two days prior to the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Pre-Assessment
1.2
1 1 1 1 1
1

0.8

0.6

0.4

0.2
0 0 0 0 0 0 0
0
Q1 Q2 Q3 Q4 Q5 Q6

Student 1 Student 2

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

The pre-assessment results will show me what I will need to focus more practice on with
synonyms and antonyms.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.
 Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

The SMARTboard will be used for the students to work on their understanding of synonyms
and antonyms. The students will independently play three SMARTboard games to review
synonyms and antonyms after my instruction.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of
all learners and accommodate differences in students learning, culture, language, etc. * Be
sure that these accommodations are based on what you identified/described in your contextual
information (Task I).

All students are on current IEP plans and receive services. The definitions of synonyms and
antonyms will be visible throughout the lesson for both students. One student uses a fidget
during class if she can stay on task.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.

I will redirect students as necessary. I will outline the class rooms at the start of my lesson,
such as raising their hand before answering and the order in which they will go up to the board
to answer. I will use scaffolding of the words progressively getting harder throughout the
lesson.
 LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).

When the students come into the room there will be two pairs of examples of synonyms and
antonyms on the whiteboard as well as the definitions for synonyms and antonyms. I will have
the students take their seats. I will explain the class rooms of raising their hands to answer. I
will them give direct instruction as to the definitions of synonyms and antonyms. I will then
ask the students to read the pairs of words that are on the board to themselves. I will then ask
them whether each pair of words is an example of a synonym or antonym. After the students
have answered I will have them work together to come up with a sentence using a pair of
words that are synonyms and another sentence using a pair of words that are antonyms.
Describe how you will communicate (to students) how the objective is relevant to their lives.

I will explain that synonyms and antonyms expand their vocabulary and will make their
writing and speech more colorful, fun, and interesting.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)

I will use direct instruction. I will also use student centered learning by having the students use
a pair of synonyms and antonyms when practicing their writing.
Describe how you will check for students understanding before moving on to guided practice.

By having the students tell me what the pairs of words are it will allow me to gauge where
they are at with being able to pick out synonyms and antonyms. It also allows me to see if the
students can differentiate between the two.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).

After they come up with two sentences I will pull up three SMARTboard games for the
students to practice on. They will be two matching game where the students will have to match
words on one side to the corresponding synonym or antonym from the other side on the
SMARTboard. This will exercise their knowledge on synonyms and antonyms. One game will
practice their knowledge on synonyms and the other will practice their knowledge on
antonyms. The final game will be a sorting game where there will be pairs of synonyms and
antonyms and the students will have to differentiate if the pairs of words are either synonyms
or antonyms. The pairs of words in the last game will be more difficult than the words in the
previous two games.
Describe how you will check for students understanding before moving on to independent practice.
By doing these games with the students it allows me to see how they are progressing with their
knowledge of synonyms and antonyms.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)

After the students have finished with the SMARTboard games I will have them fill out a
worksheet that will have them match the definitions of synonyms and antonyms to their match.
It will also have them match an example of each to the correct category and write a sentence
using a pair of synonyms and a sentence using a pair of antonyms. This post assessment is
similar to the pre-assessment but with different examples and they must write two sentences.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).

I will reemphasis about how understanding synonyms and antonyms will make their writing
and speaking much more fun and interesting. It will also help with comprehension and help
expand their vocabulary.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you show
the comparison.
Description: In the post-assessment there are two additional questions at the end that have the students
write their own sentences using synonyms and antonyms. The data shows that both students understood
the definition of synonyms and antonyms. It shows that student one increased their understanding of
determining if a pair of words as synonyms and antonyms from 75% to 100%. Student twos
understanding stayed the same at 50%. Both student one and two correctly made sentences using a pair
of synonyms and antonyms.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).

One thing that I felt well was that I stated at the beginning of the lesson the class expectations
of raising their hands when they have an answer and I also explicitly told them that they will
take turns by going every other question. Even as I was giving these instructions one of the
students knew that raising their hand was a rule because she had her hand raised to
demonstrate she understood. Another thing I felt I did well was that I also steadily made the
questions in the SMARTboard games harder, so by the last game the words were harder than
in the previous two games. I felt that it made the games more challenging and made the
students focus more on the content. I do believe though that the words became too difficult for
one student by the end.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.

One thing that I found challenging was that I couldnt think of a good definition for some of
the words when asked what they meant. I knew what they meant but I found I became
flustered when trying to figure out a good definition without giving away the answer. I
understand that learning how to cue for answers and student thought takes practice. I believe
that it will help me in the future because I am now aware of this. The second thing I found to
be challenging was choosing words that were challenging enough but not too challenging. I
found that the words on the last game were a little too challenging for one student but just right
for the other student. When reviewing my video, I could see that the student who was
struggling would just end up dragging it to whatever box and if it didnt work would just drag
it to the only other box. I feel that by the time the last game was halfway done the student
grew disinterested because of the difficulty of understanding the pairs of words.
List and describe two ideas for redesign you would make if you were to teach this lesson again.

The first item I would do differently if I did this lesson again would be that I would have the
students come up with their own examples of synonyms and antonyms. After talking with my
cooperating teacher after my lesson she asked me what I would do to help the student that was
struggling with understanding synonyms and antonyms. I felt that by having the student come
up with their own examples of synonyms and antonyms would help with solidifying their
meaning for the students that are struggling and all students. Another item I would do
differently would to have each student write their own practice sentences and pairs of words
on mini whiteboards. This would allow each student to come up with sentences and examples
of synonyms and antonyms instead of having one student at a time come up to the big
whiteboard. I feel like this would save time and incorporate total participation into the lesson.

APPENDIX
 Pre-Assessment Blank Copy

Synonyms & Antonyms

Name: __________________

Match the correct definition to the correct term.

1. Synonym _____ A. A word that means nearly

2. Antonyms _____ the same as another word.

B. A word opposite in meaning

to another word.

Please determine if the pair of words are synonyms OR antonyms.

1. Boat --- Ship _______________

2. Cold ---Chilly _______________

3. Quiet --- Silent _______________

4. Hot --- Cold _______________

 Pre-Assessment Answer Guide

Synonyms & Antonyms

Name: __________________

Match the correct definition to the correct term.

1. Synonym _A__ A. A word that means nearly

2. Antonyms _B__ the same as another word.

B. A word opposite in meaning

to another word.

Please determine if the pair of words are synonyms OR antonyms.

3. Boat --- Ship ____Synonym___________

4. Cold ---Chilly ____Synonym___________

5. Quiet --- Silent ____Synonym___________

6. Hot --- Cold ____Antonym___________

 Post-Assessment Blank Copy

Synonyms & Antonyms

Name: __________________

Match the correct definition to the correct term.

1. Synonym _____ A. A word that means nearly

2. Antonyms _____ the same as another word.

B. A word opposite in meaning

to another word.

Please determine if the pair of words are synonyms OR antonyms.

3. Boat --- Ship _______________

4. Cold ---Chilly _______________

5. Quiet --- Silent _______________

6. Hot --- Cold _______________

Please write a sentence using a pair of synonyms.

Please write a sentence using a pair of antonyms.

 Post-Assessment Answer Guide

Synonyms & Antonyms

Name: __________________

Match the correct definition to the correct term.

3. Synonym _A__ A. A word that means nearly

4. Antonyms _B__ the same as another word.

B. A word opposite in meaning

to another word.

Please determine if the pair of words are synonyms OR antonyms.

5. Boat --- Ship ___Synonym____________

6. Cold ---Chilly ___Synonym____________

7. Quiet --- Silent ___Synonym____________

8. Hot --- Cold ___Antonym____________

Please write a sentence using a pair of synonyms.

The boy had a hot and spicy burrito.

Please write a sentence using a pair of antonyms.

The young girl saw the old grandfather.

SMARTboard Games