Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: Literacy
Grade Level: 2
Topic: Synonyms and Antonyms
Name: Olivia Yardy
Date: Wed. Oct 8th 2014 Time: 09:15
Length of Period: 50 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Overall Expectation: Communication
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes.
Specific Expectation:
2.4 Choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the
interest of their audiences (e.g. use descriptive adjectives and adverbs to create vivid images for their audiences).
Learning Skills (Where applicable):
Organization:
 Establishes priorities and manages time to complete tasks and achieve goals
3. Content
Today learners will: (Learning Goal(s)
 Develop an understanding and recognition of the literacy concepts Synonyms and Antonyms.
 Substitute words for a Synonym and match the appropriate word to a Synonym or Antonym.
What do I want the learners to know and/or be able to do?
 Students are going to be working together on the carpet to match Synonym and Antonym words.
 Students are also going to be correcting sentences to utilize Synonyms knowledge.
 The students are going to be applying their knowledge on Antonyms and Synonyms by completing
several worksheets. Students will be matching words, creating lists Synonyms and modifying sentences
with the use of a word bank.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
 Self-Assessment
When students have completed the Antonym & Synonym Worksheet as a class the material will be
reviewed and answered. Students will have the opportunity to correct their own answers while also
contributing their answers to the class. Students will also have the opportunity to ask their peer beside
them for any missed answers.
 Observation
The teacher will observe the students during the class “Synonym & Antonym Matching” activity. The
teacher will also be circulating around the classroom as students complete independent worksheets. The
teacher is looking for students who are engaged in the topic and activity and students who have the
initiative to manage their time appropriately. (Learning Skill: Organization). The teacher should record
any odd behavior or outstanding behavior in the class notes.
Learning Skills:
Skill(s)
Recording Device:
Organization: Time Management
Class Checklist Based on Observation (See Assessment)
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
 Basic Literacy and Basic Vocabulary
Students will have basic literacy skills and a basic vocabulary to recognize and use synonyms and
antonyms.
 Basic Sentence Structure
Students will need knowledge of basic sentence structure to substitute words for synonyms and
antonyms.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
 Educational Assistant
There will be an EA with Student A to ensure all students stay on target for the assignment.

Microphone & Headset
To ensure Student B can hear all the instructions the teacher will wear a Headset to amplify instructions
and comments.
B. Learning Environment
 Carpet Time
The majority of the lesson is based on the Carpet. Students will be sitting in a circle for the lesson so
every student can see the Synonym and Antonym words.
 Desk Time
Students will be working independently to complete their own worksheets.
C. Resources/Materials
 Middle
Blackboard & Chalk OR Marker & Chart Paper
Synonym & Antonym Matching Sets
 Application
Synonym & Antonym Student Worksheet
Pencil
Eraser
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
 Introduce the topic of vivid writing, Synonyms and Antonyms to students through a short introductory
sentence. The short sentence will introduce the students to vivid and clear writing to maximize
meaning.
 The teacher will introduce the topic; “As student’s move forward in the grades student’s are expected to
create vivid writing and clarify their writings with extended vocabulary. You can make your writings
more vivid with Synonyms. Synonyms are words that mean exactly or nearly the same as another word
in the same language. Antonyms are also equally important. An Antonym is a word opposite in
meaning to another.”
Time: 1 minute
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
 Synonym & Antonym Matching
Students will gather in a circle and various words will be spread out on the carpet. After choosing a
word students will raise their hands to choose a word that is a Synonym and one word that is an
Antonym. Students will be able to visually see which words go together as they are paired. After
completing approximately 10 words the teacher can choose to continue this activity or continue on to
Consolidation.
This activity will demonstrate a student’s understanding of the Synonym and Antonym concepts.
Time: 10 minutes
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
 Modifying Sentences
The teacher will put one sentence on the board. Students will have to find a synonym for the word
underlined.
The teacher may choose the sentence: This autumn’s day is very breezy. The students may choose
windy to substitute breezy.
The teacher may use another sentence example to solidify the student’s understanding.
Another sentence example: The stars in the sky are quite small. Students may choose to tiny or little to
substitute the word small.
Time: 4 minutes
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
 Synonym & Antonym Worksheet
Before Students complete their worksheet the class with establish a Learning Goal and Success Criteria.
Students will complete a double-sided worksheet.
1. The worksheet gives practice to student’s creating a list of synonyms to a word, such as small.
2. The worksheet will also review the matching activity, as students need to draw a line to the
correct answer.
3. The worksheet will have one section dedicated to antonyms. A list of words will be given and a
word bank will be given so the students can choose the correct antonym.
Time: 25 minutes
CONCLUSION: How will I conclude the lesson?
 Self-Assessment
After students have completed the worksheet as a class the word will be taken up. Students will have the
opportunity to correct their own answers as well as help their peers. The worksheet will be brought up
on the projector with the whiteboard as a background. Students will be able to come up to the
whiteboard and fill in their answers.
Time: 10 minutes
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?