Lesson+Plans

Caitlin Riemersma Opposites

~ This is NOT the lesson I am videotaping; the lesson I will be recording, I will put underneath this lesson plan.

Grade Level: 1st Has this lesson plan been completed for a course assignment?: Yes Estimated number of days lesson will cover: 2 Performance Standard(s): ELA1R5: The student acquires and uses grade-level words to communicate effectively. The student: Lesson Objective(s): The hook of this lesson is for me to ask the students what opposites they know, and then either ask them more or tell them some more that they may not know. Essential Question(s)?: What is the difference between synonyms & antonyms? What are opposites? Procedure: The first day of the lesson will take me about 30 minutes to go over all of the basic opposites, and talk about some other ones that they are not used to seeing. Then, the second day of the lesson will take about 45 minutes to an hour because of reviewing the antonyms and synonyms, and then having them draw out the opposite that is missing and color it as well. I will have the students sit down at their desk, and then ask them some questions about opposites. After they have gotten the idea, I will then pass out the worksheet and ask them to pull out their supply box and have it on their desk. They will draw and then color the opposite of the picture that is already on the page. After they are done with that, we will then review some more opposites and then have them turn the page over and draw and color their favorite opposite. Materials: - Crayons Assessment: I will assess my students by going around the room and looking to see if they understand the concept of opposites and what they drew. When they were drawing and coloring the opposite, I had them either draw something that meant the opposite or, for example with the word happy, or what makes that certain student happy. Conclusion: For my closing and wrap-up, we will go over the opposites they colored and talk about more antonyms. This will also help with spelling and understanding their sight words.
 * 1) identifies words that are opposites (antonyms) or have similar meanings (synonyms).
 * Opposites worksheet

LESSON THAT I VIDEOTAPED

Grammar (End marks, Commas, Quotations, and Apostrophes)
 * Grade Level: 3rd**
 * Has this lesson plan been completed for a course assignment?: No (I am videotaping this lesson for Classroom Management)**
 * Estimated number of days lesson will cover: 1**
 * Lesson Subject/Title: English/Grammar**

Performance Standards:

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).

Lesson Objective(s) Essential Questions Procedures & Activities **INSTRUCTIONAL PLAN**
 * I want my students to be able to identify when to put the correct end marks on a sentence, and when to use quotations and apostrophes correctly.**
 * When do I use periods at the end of a sentence? Question marks? Exclamation points? When do I use quotations, commas, and apostrophes in a sentence?**

**Allowed** || **Procedures** || **Differentiation** || **Materials/Resources** || **Assessment** || I will ask my students when we use end marks, apostrophes, quotation marks and commas. || - || - || - || On the interactive white board, I will have sentences and my students will be a certain end mark or a comma, apostrophe, or a quotation mark. Then, I will have them tell me what is needed in each sentence and whoever is that certain mark will come up to the board and stand there. They will be editing by using themselves. Then I will ask the students up at the board to make their marks on the sentence**.** || For this lesson, I will not have a very differentiated lesson, but if some students are having trouble, I will help them figure out where to put their “mark” correctly in the sentences. || For this lesson, I only need the interactive white board and my students. || I will assess each student individually by seeing if they can remember what mark they are and if they use what they are correctly. || I will ask my students the same question I asked them at the beginning of the lesson; When do you use each of the marks that we are going over within the lesson. I will then ask if any of the students have questions, and after I answer the questions, that will be the end of the lesson. || - || - || - ||
 * **Time**
 * 5 min || **Introduction/hook/activation of prior knowledge**
 * 25 min || **Instructional Activities**
 * 5 min || **Review and Closure**