<p>EDF 2005 Lesson Plan Format for Observed Lesson</p><p>Name: Ashley Barnes</p><p>Lesson Plan Title: Eye No the Write Won!</p><p>Grade Level/Content Area: K-2/Language Arts</p><p>Sunshine State Standards: LA.A.1.1.3.2.4 The student knows homophones, synonyms and antonyms for a variety of words. Objectives: Given a list of forty (40) words, the student will be able to match them together in groups of synonyms, antonyms, and homophones. There should no words left over; each word will only have one category to fall under. The student will be able to complete this task with 95% accuracy.</p><p>Materials: 1. Berenstain Bears Trouble At School – video from YouTube. 2. One copy per student of the three worksheets.</p><p>Introduction to the Lesson (Hook/Anticipatory Set/Lead-In): Watching the video from You Tube on the Berenstain Bears Trouble At School. As the video is playing, instructor will write words from the story on the board. When the video is over, proceed to ask students for the synonyms, antonyms and homophones selected from the story.</p><p>Procedures: 1. Watch the Berenstain Bears video from You Tube.</p><p>2. Discuss with the students the meaning of synonyms (words that have almost the same meaning), antonyms (words that have the opposite meaning), and homophones (words that sound the same, but are spelled differently). Write the definitions on the board. Give examples of each using the following words from the story: synonyms -bog/swamp, antonyms – easy/hard, homophones – to/too. The worksheets also use words from the story. Clarify any misunderstandings.</p><p>3. Hand out worksheets one at a time. Go over directions. Allow students time to complete. Continue until all three sheets are finished.</p><p>4. Check as students complete each worksheet.</p><p>5. When students have completed all three sheets, and they have been checked, assign partners to work together to write new sets of synonyms, antonyms, and homophones. They may write on the back of one of their worksheets. Independent Practice: 1. Each student will complete his/her own worksheets.</p><p>Differentiated Instruction (Adaptations/Extensions): 1. Gifted children will be given worksheets which include the same words as the other students with additional words at a higher vocabulary level. </p><p>2. Special needs students will be given the opportunity to work one-on-one with the instructor/or as a group with the instructor, as the other students work independently. </p><p>Technology Integration: 1. Use of the internet/www.youtube.com 2. Use of the overhead projector</p><p>Closure: 1. Will close the lesson by playing a game of bingo. The instructor calls out a word and states whether they are looking for a synonym, antonym or homophone. Instructor will not actually tell the students what word they are looking for. </p><p>Assessment/Evaluation: 1. Checking/evaluating the additional synonyms, antonyms, and homophones students came up with on their own.</p><p>2. Give a quiz to students asking them to define the terms synonym, antonym and homophone. Give five (5) of their own examples of each one (synonym, antonym and homophone).</p><p>Connections: 1. Could connect this lesson with physical education by allowing the students to stand up and demonstrate the opposite of words like: left/right, sit/stand, walk in place/run in place for antonyms and hop/jump for synonyms. Repeat over and over so kids are being active, plus learning the meaning of antonyms and synonyms in a practical way.</p>