LESSON/ACTIVITY INFORMATION

Title: Monday morning spelling and reading

Your name: Corrie
Lusch

Age or Grade
Level: Second
Grade

Integrated
Disciplines/Subje
cts: Language
Arts

Time
frame for
Lesson: 45
minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska ELA Standards
LA 2.1.5 Students will build and use conversational, academic and contentspecific grade-level vocabulary.
LA 2.1.5.d Identify semantic relationships (e.g. conceptual categories,
synonyms, antonyms, multiple meanings) to determine the meaning of
words, aid in comprehension, and improve writing.
Objectives: During the lesson, students will identify synonyms and
antonyms and apply new vocabulary words to writing.
Assessment: As part of the Daily Five seatwork, students will complete
sentences and illustrations using the first four new vocabulary words:
tunnel, curled, height, and direction. The teacher will check student
sentences for proper usage and writing conventions.
Materials: pencils, student notebooks, Journeys student and teacher
textbooks, student handwriting books

LESSON PROCEDURES
Anticipatory Set: We have discussed synonyms and antonyms before so I
will begin by reviewing the terms with students. Students will be asked to
make suggestions as part of active engagement

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:

Instruct students to take out

their spelling/phonics
notebooks and a pencil.
Discuss synonyms and
antonyms and provide
definitions and examples for
each.
Instruct students to get a
copy of the Journeys
textbook.
Introduce new vocabulary
words for Language Arts
unit.

Read aloud from the text

and ask
comprehension/vocabulary
questions to check for
understanding.

Assign seatwork for Daily

Five rotations.

Student will do:

Follow teachers instructions for

writing in the spelling/phonics
notebook

Create lists of synonyms and

antonyms.

Walk to get a Journeys textbook.

Participate in discussion of
vocabulary words.

Complete assigned seatwork/meet

with teacher for guided reading.

Closure: Students will be assigned their jobs or seatwork that they are to

complete while the teacher meets with guided reading groups.

Differentiation: No specific modifications or accommodations will be
needed for this lesson.
References: Journeys Teacher Edition

LESSON ANALYSIS
Content Knowledge:
Students will need to show that they can appropriately apply new vocabulary
words to their own writing.

Teaching Methods/Strategies:
The spelling and reading activities in this lesson are conducted whole group.
The teacher introduces new concepts and vocabulary to the entire class and
then students complete extension activities independently while the teacher
meets with small guided reading groups.

REFLECTION
Seatwork can be a time that is difficult for me in regards to classroom
management and keeping students on task. In the future I would break
students up into more rotations so fewer are at their desks at one time. I
believe this would minimize off-task behavior.