NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
5th grade classroom with students between the ages of ten and eleven and 80% percent of the classroom speaks Spanish.

Background:
Students will be read the poem Animal Talk by Arden Davidson and they may or may not heard or read the poem before.

Content Objective(s):
Students will pick 3 to 5 words from the poem Animal Talk, from their lists to pick a word to make a word map on that particular word.

Language Objective(s):
Students will learn what synonyms and antonyms are and how to use them in a word map.

Nevada Standards:
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Key Vocabulary:
Students may not know what the words; feature, exquisite, creature, and beast mean or how to say them.

Best Practices: (put an X next to those that you address in your lesson)

x X X

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

X X X X X X X

Integration of Processes X Listening X Speaking Reading X Writing

Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

X X X X X

Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
As we are pick a word to do our word map for, students will listen to another and try to decided as a group on what word to do a word map for and work on it together as a group.

Warm Up Activity:
I will tell the students what they will be doing and what kind of poem I will be reading to them and explaining what they will be doing today.

Lesson Sequence:
I will tell the students they I will be reading a poem to them and that as I am reading that poem they need to pick 3 to 5 of the words in the poem that I have read. I will read the poem Animals Talk, by Arden Davidson

Students will write the list of 3 to 5 words and then share it will a partner and then with the group. For all the of the list the students made we will pick three words we agree on to make a word map on.

Accommodations:
I will try to make sure everyone has a voice in what word to do for our word map and help students with any spelling that they may need help with.

Supplementary Materials:
Poem, paper and pencils.

Review/Assessment:
Students will make pick 3 to 5 words from the poem Animal Talk, then they will share their list with with their fellow classmates and then all of us as a group will pick a word we will like to do a word map.

Reflection

I did a word study lesson on the poem Animal Talk by Arden Davidson to a group of 5th

graders. The lesson seemed to go differently than how I planned it to go. I planned to do a word maps together as a groups but I have them do one word map by themselves and two word maps together as a group. I explained to them what a word map is and give them an example of one. I made a word map on the word queen, and showed them the synonym and antonym I used as well as the sentence and example of the word. The words they picked weren't the words I thought they might pick from the poem, since they picked the sounds that the animals were making in the poem. I believe that I should have chosen a different poem to read to the kids since they could not really find any antonyms or synonyms for the animal sounds. I had to explain to them why antonyms and synonyms were since they either seem not to know what they were or they did know what they were they were just to shy or nervous to tell me and think that their answer might be wrong. I caught them looking at the board behind me to see what synonyms and antonyms are. So we did the word delicious as a group and I asked them what a synonym for it and they said good and sweet. Then they came up with the antonym for the delicious which was disgusting. I felt very confident in this lesson than the other lessons I have done in the past. I felt like I was more prepared and collected that than thee other two lesson I had made before. The only thing that maybe lowered my confidence a bit was that they were having a little trouble remembering what a synonym and antonym were. So I kept asking them over and over again what they are and to not look at the posters behind and to put it in their own words. I think in the end they finally understood what antonyms and synonyms were, though they must have been getting annoyed that I kept asking them what antonyms and synonyms are but other than that I felt like the lesson went well and they seemed to enjoy the lesson as well.