Integrated Lesson Plan

Integrated Lesson Plan

Name: Candace Stanley Date: March 13, 2013

Grade Level/ Age: 3rd/ 8-9 Topic: Synonyms and Antonyms

Time Frame: 70 minutes

A.  Primary Concepts: What are synonyms? What are antonyms? What is a warm color? What is a cool color?
B.  CCSS: English Language Arts Standards. Grade 3. Demonstrate understanding of figurative language, word relationships and nuances in word meaning.
C.  Objectives: Students will understand the difference between synonyms and antonyms. Students will identify synonyms and antonyms. Students will respond to questions about cool and warm colors. Students will also sing integrating language arts with music.
D.  Sources:

The Lesson:

A.  Initiating Activity: (15 minutes) Introduce the antonym and synonym song to the students. After the song is over, replay the song while the students sing along. Discuss how the song uses rhythm to keep and hold the interest of the listener.

B.  Integrating Music: Students will listen to and memorize the Synonyms, Antonyms & Homonyms Song by Charles H. Johnson.

C.  Integrating Art: Students will identify and use warm and cool colors.

D.  Culminating Activity: (55 minutes)

1.  Ask the students what a synonym is (wait for response).

2.  Ask the students what an antonym is (wait for response).

3.  Explain to the students that is can be tricky at times to find words that tare similar and different. Also discuss the importance of the ability when writing and speaking.

4.  Ask the students to stand in a circle. Inform them that they will be playing a game. Explain the rules as follows; “I will say a word to the first player. They will then tell me a synonym back. If they fail to find a word, they are out of the game. If they accurately say a word, they are still in the game. The second player will need to come up with an antonym to the word and so on.”

5.  Ask the students if they understand the rules to the game.

6.  Play the game until there is only on player remaining.

7.  Reward the winner with a winner’s certificate.

8.  After each student is back in their seat, give them two paint sample cards. Each card will have a word at the top.

9.  Explain to the students that they are to write synonyms on one card and antonyms on the other.

10.  Walk around to ensure that the students understand the task.

11.  After each student has completed their cards, ask the students if they know what a cool color is (waiting for response).

12.  Ask the students what warm colors are (wait for responses).

13.  Show the students a color wheel and explain how the colors change from warm to cool colors.

14.  Have each student find one cool colored and one warm colored object from within the classroom.

15.  Have each student identify the objects and explain how they know if they are a cool or warm colored.

16.  Next, have the students collaborate together to organize their color cards from warm to cool colors.

17.  Finally, after the cards are organized, have the students create flowers to hang on the wall to use as a resource throughout the year.

E.  Differentiated Instruction: Increase the amount of instruction to ensure each student completely understands the difference between synonyms and antonyms. Provide more utensils for the students to view to help them identify cool and warm colors.

F.  Teacher Assessment: Monitor students as they sing the synonym and antonym song. Walk around to ensure that every student correctly placed antonyms and synonyms on their color cards. Observe that each student has correctly picked a cool and warm color objects.

G.  Student Assessment: Have each student give a thumb up or down to display their understanding on the lesson.