Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teacher: Ms. Plute

Subject:

Panther Power- ELA

Grade:

Date:
Time: 45 minutes
Plan approved by:
Rationale for lesson:
Through these literacy centers the students will review and practice a variety of important literacy skills in fun and engaging
ways to help them prepare for the PSSAs.
Behavioral Objective(s):
The students will be able to decide which words are synonyms for their base words and match them together with
80% accuracy.
The students will be able to decide which words are antonyms for their base word and match them together with 80%
accuracy.
The students will be able to come up with synonyms and antonyms for base words with 80% accuracy.
The students will be able to write a poem based on the topic, rhyme scheme, and lines specified with 70% accuracy.
The students will come up with a word to fill in a sentence or paragraph based on the context clues with 70%
accuracy.
The students will be able to read a passage with nonsense words and figure out what those words mean based on the
context clues with 70% accuracy.
The students will be able to read a short passage and determine what text structure it has with 80% accuracy.
The students will be able to fill out a graphic organizer for each passage with 80% accuracy.
Pennsylvania State Academic Standard(s) or Common Core Standards:
CC.1.3.4.H
CC.1.1.4.E
CC.1.2.5.F
CC.1.2.4.E
CC.1.4.4.B
CC.1.4.4.C
Materials and/or Equipment:

Synonyms, antonyms, and base words

Big paper with base words written on it (for them to come up with synonyms and antonyms)
Directions for synonyms and antonym assignment
Poetry topic ideas
Samples of poetry using the different rhyme schemes (AAAA, ABBA, ABAB, AABBA, AABBCCDD)
Dice
Paper
Directions for poetry assignment
Context clues task cards
Context clue nonsense passages
Short passages to identify text structures
Modifications for Individual Differences:

The students will work in groups or pairs in order to provide classmates with extra help as needed.
Some of the task cards, poetry assignments, and words are more advanced than others. There are easier ones for
those that struggle and harder ones for those that need a challenge.
The teacher will also run the text structure center because that seems to be the hardest skill out of all of them.
Anticipatory Set/ Lesson Opening:
I will open pantherpower by going over the different literacy centers and breaking the students into literacy groups
that they will have for the week.
Lesson Sequence:

Literacy center one Synonyms and Antonyms: The students will work together on a chart with base words. The
students will be required to come up with a number of synonyms to the right of the base words and antonyms to the

left. They will write their answers on notecards. I will be able to informally evaluate if they understand and are able to
apply the concept. Also they will work on Montessori Inspired Word Study. The students will be given a series of
words (red is synonyms, blue is antonyms, and green is the base word. Instead of coming up with their own examples
of synonyms and antonyms for the base words all they have to do is match them. Once I have observed the two
activities the first day I can gauge if I need to give another activity on matching or if I need to have simpler base words
for when they write their own synonyms and antonyms.
Literacy Center two Poetry: The students will be provided with a series of directions similar to the ones listed below
for this literacy activity. I will provide samples of poems with different rhyme schemes they can use in their writing.
They will first need to read over all of the poems to get an understanding of what they will be writing. I will have a
bag filled with possible topic choices. Without looking at the topic, the students will each pick one from the bag to
write about. Next, they will be able to choose their rhyme scheme. Then, they will roll a dice to find out how many
words (minimum) there lines will need to be. Finally, they will write a poem on the topic they chose that is between 8
and 10 lines long. They will read their poems to each other if time and their group will try to guess the rhyme scheme
and topic they chose.
Literacy Center three Context Clues: The students will be provided with Context Clue task cards. On the cards there
will be sentences with blanks on them. Through reading the sentences and observing the context clues, the students
will be able to fill in the sentences as a group. Next, the students will read a nonsense word passage. There will be a
series of made up words in the story and through scanning the short passage for context clues they will be able to
figure out what the words mean.
Literacy Group four Text Structure: There will be a series of short passages provided to the students. The students
must decide if which of the 6-text structure each story has. There will also be a series of graphic organizers the
students will be filling out for each of the text structure passages. Example: a Venn Diagram for a compare and
contrast passage.
Formal/Informal Evaluations
Formal evaluation: None of the centers will be given a formal evaluation. They are all being done for the students to show me
what they know about the subjects being practiced.
Informal evaluation: I will walk around and take notes of how the students are progressing through the different centers. If I
notice that a center is not working how I imagined it would (too difficult, too easy, etc.) I can monitor and adjust for the next
day. It will also provide me with how much knowledge the students have on the subjects and if they can apply that knowledge.
Each of the centers has something concrete I can collect and look over but I would not grade formally.