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THE FOOT BOOK Antonyms and Adjectives

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1 THE FOOT BOOK Antonyms and Adjectives
Megan Cox EDBE 5453

2 Lesson Purpose The purpose of this lesson is to ensure students are able to define, understand, and correctly use specific parts of speech. This lesson will increase the vocabulary of the students while encouraging involvement and creativity. By working in groups, the students are able to collaborate and share ideas, which increase their understanding of the lesson. This lesson aligns well with my paper because I am focused on specific strategies used in the classroom with ELL students. This lesson supports the findings in my paper that students need a variety of instruction throughout a lesson for optimum comprehension and retention. This lesson uses specific strategies such as having students work in groups so they are more comfortable in their environment, a heavy focus on expanding vocabulary, and the use of visual aids.

3 Content Objectives After completing this lesson students will be able to define specific keywords such as “antonym,” “opposite,” and “adjective.” Students will be able to demonstrate how these words are used.

4 Language Objectives Students will expand their vocabulary and feel confident and motivated to use this language both orally and in written form.

5 TEKS Grade 2 (b) (5) (C) - identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning (b) (21) (A) - understand and use the following parts of speech in the context of reading, writing, and speaking (iii) – adjective

6 ELPS (c) (1) (C) - use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (c) (2) (C) - learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (c) (3) (D) - speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

7 “The Foot Book” by Dr. Seuss
Materials “The Foot Book” by Dr. Seuss Anchor Chart Markers Crayons Construction Paper

8 Assessment Students will be monitored for comprehension and participation.

9 The teacher will begin the lesson by introducing and reviewing the pertinent vocabulary: “antonym,” “opposite,” and “adjective.” The students will assist in making an anchor chart for the wall with the vocabulary words. This chart will be available for students to refer to during the lesson and beyond. After reviewing the vocabulary words on the anchor chart the teacher will begin reading “The Foot Book” by Dr. Seuss. During this reading time the teacher will use a think aloud approach and lead discussions about the content and how it relates to the vocabulary on the anchor chart that was created.

10 Procedure cont. After completing the book, the students will be divided into two groups. These groups will be asked to create their own “Wacky Book of Opposites” just as Dr. Seuss did. However, students will be instructed to only write and illustrate one half of the “opposite” for each page. After both groups have completed their “halves” they will switch and the other group will finish the opposites After completing the books, the groups will present and read their book of opposites.

11 References Kendall, J. (2006). Small-group instruction for English language learners. Principal Leadership, 1, Oster, L. (2001). Using the think-aloud for reading instruction. Reading Teacher, 55(1), 64.

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