Grade Level: Low Level - High Level Lesson Plan Name: Aasiya Ashraff Grade Level: TEKS & English Language Proficiency Standards

Lesson Plan Name: Aasiya Ashraff Grade Level: Low Level – high Level Lesson Title: Essential Knowledge & Skills Texas Essential Knowledge & Skills (TEKS) & English Language Proficiency Standards (ELPS): 5.2 C Vocabulary/Reading Development Students pick up new words and utilize them in their reading and writing. Students must: create analogies using known antonyms and synonyms ELPS: (4) Acquisition and reading of a second language across the curriculum. (F) Read grade-appropriate content

Lesson Plan
1. Name: Aasiya Ashraff
2. Grade Level: Low Level – high Level
3. Lesson Title: Essential Knowledge & Skills
4. Texas Essential Knowledge & Skills (TEKS) & English Language Proficiency Standards
(ELPS):
5.2 C
Vocabulary/Reading Development Students pick up new words and utilize them in
their reading and writing. Students must: create comparisons using known
antonyms and synonyms
ELPS:
(4) Acquisition and reading of a second language across the curriculum.
(F) Read grade-appropriate content-area material, enhance and confirm learning,
and build vocabulary, grasp of language structures, and prior information needed to
comprehend more demanding language using visual and contextual help, as well as peer
and teacher support.
5. Assessment of Student Learning:
a. Assessment Instruments: (please attach -This should be your independent practice -worksheet,
etc.) The independent practice worksheet, which comprises 20 phrases with synonym and antonym
comparisons, will determine the class average score.
b. Quality Standards: (How good is good enough?)
Each student will be required to have an accuracy of at least 80%.
6. Measurable Objective:
Individually, the learner will generate analogies with an accuracy of 80% using synonyms and
antonyms (16 out of 20 words correct).
7. Rationale
Analogies including synonyms and antonyms are crucial for students to acquire so that they can
grasp terminology in terms of comparison and also while reading texts that contain such analogies.
8. Strategies for Setting Up and Managing Lessons
a. Attractiveness:
Hot N Cold is a song by Katy Perry.
b. Expectations for Behavior (list): When I'm lecturing, I expect everyone to pay attention. Right now,
I'm not going to call on students. When we transition to the activity, I expect you to be calm and
respectful, and to get to know your bilingual partner as quickly as possible. The individual who starts
the action first is the youngest. I'll expect you to work on your own for the duration of your
assignment and to remain silent while others are working.

c. Cooperative Learning Structure and partner/team arrangement for Guided Practice:
The students will be with their bilingual partner. (They will already know this in advance) The person
who goes first is whoever is the youngest.
9. Introduction/Anticipatory Set
a. Hook:
Play some of Katy Perry’s Hot N Cold.
“Cause you're hot then you're cold you’re yes then you're no you’re in then you're out you’re up
then you're down you’re wrong when it's right
It's black and it's white...” These are all examples of analogies, analogies using antonyms. We also
see antonyms in books to create exaggerations or to explain how complex something is. Another
type of analogies that we see is synonym analogies such as happy: joy and fast: rapid.
b. Activate Prior Knowledge:
In our writing we tend to use words that aren’t so appealing to the reader. If someone were to ask
me how my day was, and I responded “My day was good.” Would you ask me anything else?
Now, if I were to say, “My day was amazing!” You would want to know what happened, right?
c. Student Rationale (your lesson rationale restated in student friendly terms):
Using antonym and synonym analogies helps us understand what we are reading and how we can
express our moods and to understand words.
10. Model & Explain – “I/Teacher does it” (You may use bullet points, but must write complete
sentences. Make sure your plan “flows.”)
a. Procedures or steps for teaching skill or concept:
Write on the Flip Chart what an analogy, synonym, and antonym are. Write down the word BIG.
Antonyms would be: small, tiny, puny Synonyms would be: giant, huge, humongous
Then draw out Pal: Friend::Drowsy:
The words “is to” is above Pal and “as” above Friend and “is to” above Drowsy. What would be the
word that goes to Drowsy?
What are the words Pal and Friend? Are they synonyms or antonyms? (Think in your
Head)
Okay so what might be the word that goes with Drowsy? Sleepy.
Then draw out Poor: Rich::Mean:
The words “is to” is above Poor and “as” above Rich and “is to” above Mean. Now what would be
the word that goes in the blank?
What are the words Poor and Rich? Antonyms or Synonyms? (Think in your head) Okay so what
word goes with Mean?
Friendly.
b. Check for understanding:
After teaching the first segment (synonyms) I would ask the students if they understand by giving me
a thumbs up, or if they kind of understand it to give me a side thumb.
If students aren’t understanding I will give one more example.

11. Guided Practice – “We/Students together do it!” (Must be accomplished with a Kagan
Cooperative Learning Structure)
a. Instructions: The kids will be given a baggie of cards, three of which will be headers, the rest of
which will be blank and some of which will have words on them.
1. The header cards will be arranged in the following sequence by the student: SYNONYM, WORD,
and ANTONYM are arranged in a row, face up. Arrange word cards in a column under the WORD
header card. Stack the blank synonym and antonym cards face down in a stack.
2. Student one selects the top card from the stack and reads the designation on the bottom (e.g.,
antonym).
3. Without notifying their partner, the student will choose one of the terms from the word column
(e.g., silent).
4. Fills in the blanks on the card with a synonym or antonym for the chosen word (e.g., loud).
5. Gives card to student two, who reads the word on the card, figures out which word it corresponds
to, and places it next to it (i.e., under the ANTONYM header and next to the word silent).
6. Switch roles and continue until every phrase has a synonym and antonym.
The activity will be carried out by one pair while the other observes, checks, and complements. After
that, they switch places!
b. Keeping track of progress:
I'll stroll around the class, checking on the pupils to see if they've grasped the job. I will guide those
who require extra assistance and then return to ensure that they fully comprehend the assignment.
c. Sponge activity: Make a sentence on the reverse of the cards.
Add new synonyms and/or antonyms to the list.
d. Check for comprehension: When we're done, I'll ask the pupils to put down their pencils and face
me. Then I'll ask groups to share one of the synonym and antonym terms. Students will agree or
disagree by giving me a thumbs up or down. Synonym and antonym. The students will agree by
giving me a thumbs up or a thumbs down.
12. Independent Practice (IP) - “It's up to you/students to do it!”
a. Instructions: Students will be presented ten synonym and antonym comparisons with missing
terms. The pupils will fill in the blanks with the missing word. I'll use the analogy of ice to fire and
cold to winter. And we'll respond as a class.
After that, the pupils will be on their own.
b. Monitoring progress:

I'll walk around and help pupils who don't grasp the directions or a single word I've spoken. If they
still don't get it, they can look it up in a dictionary.
c. Sponge Activity:
As many states as you can come up with.
What is the difference between an herbivore, an omnivore, and a carnivore?
13. Closure
Now that we've studied about synonyms and antonyms, let's test our knowledge with a game of
Kahoot! I've already prepared a few questions for us to respond.
Students will take out their IPads and start playing the Kahoot app. I'll ask them five questions
throughout the game, and they'll have to answer them.
Finally, I'll talk about how students may utilize these parallels in any future writing to express their
emotions or exaggerations.
14. Planned Modifications/Accommodations
GT- They will have two blanks for solo practice. They will be shown an example and then be given
the opportunity to design their own.
A hardcopy copy of the anchor chart will be sent to SPED-. If individual effort is required, give them
fewer phrases.
ELLs will have terms that are similar to the vocabulary that they are familiar with. (Perhaps
translated) or make use of cognates.
Behavioral- have the kid work in their own area and give them 15 phrases to solve instead of the
usual 20.
15. Materials
Materials for teachers and students Teacher's Materials: Flip Chart Paper Marker Lyrics to Katy
Perry's Hot N Cold Antonym and Synonym Cards
Pencil Dictionary (Student) (if needed for guided practice, but not for individual work)
16. Resources
Fcrr.org Metrolyrics Midlandisd

Reference
“Texas Essential Knowledge and Skills | Texas Education Agency.” Welcome to Texas
Education Agency | Texas Education Agency, https://tea.texas.gov/academics/curriculum-
standards/teks/texas-essential-knowledge-and-skills. Accessed 20 Sept. 2021.
Mcdaniel, Rhett. “Student Assessment in Teaching and Learning | Center for Teaching |
Vanderbilt University.” Vanderbilt University, Vanderbilt University, 5AD,
https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/.
Palmer, Guinevere, et al. “Ch. 7 Cooperative Learning – Instructional Methods, Strategies
and Technologies to Meet the Needs of All Learners.” Pressbooks @Granite State College –
Openly Licensed Texts Authored and Adapted by GSC Faculty and Staff,
https://granite.pressbooks.pub/teachingdiverselearners/chapter/cooperative-learning-2/.
Accessed 20 Sept. 2021.