Integrating Music into a Reading Lesson

Title of the learning plan: Learning synonyms with game	Grade/Period:3-4	Date:
Materials/Equipment Needed Synonymn video Exit Slip Synonymn game
Iowa Core Curriculum Standards and Benchmarks or Standards Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (L.4.5.) Performing on instruments, alone and with others, a varied repertoire of music.
Learning Goals (students understand that:) I will understand that a synonymn means a word that means the same thing as another word I will be able to know what a synonymn of a word is when I hear it I can give at least 2 examples of synonmns.
Success Criteria (“I Can” statements) I can demonstrate my understanding of synonyms by answering 3 of the 4 questions correctly on my exit slip.
Procedure (include a suggested time allocation for each part of the procedure for lesson pacing)  a)  Introduction (attention getter, anticipatory set) Play synonymns video http://www.youtube.com/watch?v=apr7fAHChOM.  Before playing video say, “we will be watching a short video on synonyms.  This video also has a fun beat to it that I want you all to go along with.  It goes stomp, stomp, clap.”  Demonstrate the stomp stomp clap and have kids follow, then start the video.  Also when it is the kids turn to say the synonym, point at them so they know that it is their turn. After video, ask students what a synonym is, and then give some examples.  Take answers from 3 students.  b) Activities/Steps (note technology used) Play synonymn game with synonymns used in the video. Go over the instructions for the synonmyn game and then play.  Tell students that “I am going to hand each of you a card.  One person has the first card, it says first card on it. They will start reading their card and they will say a word.  Then the person who has a synonmyn of that card will read their word and so on.  Show an example of what the cards will be like on a smart board. Have this written on the board.  “I have first card, who has fast?”  Then say “I will look at my card which says “quick” and I will read it because I know that quick is a synonmyn of fast, it means the same thing.  My card says, “I have quick, who has small?”  Then ask class what a synonym of small would be.  Then say that the person with that word will start reading their card, and we will continue around the room until every card has been said.  Tell the person who has the first card to raise their hand.  Have that person read their card and start the game.  Walk around room and help students when needed.  c) Closure (reviewing learning, summarizing, assignments) Say, “you all did a great job learning synonymns today! Can anyone tell me what a synonymn is?  What are some examples of synonymns?  Take answers from at least three students.  Then give student exit slip with the questions… What is a synonymn What is a synonymn of beautiful? Write two words that are synonymns. What might an antonym be?    d) Assessment (how you will determine that students have met the success criteria) Teacher will see that students have met success criteria by seeing that he or she got 3 out of the 4 questions correct on his/her exit slip.
Evidence of addressing diversity (e.g.: cultural, gender, linguistic, religious, sexual identify, socio-economic, etc.) Call on the same number of boys as girls
Differentiation for cognitive, affective, psycho-motor needs For those who are having trouble understanding synonyms, help them individually.  Give enough scaffolding and ask them what a synonymn is and what an example would be.  Then ask them to think of one on their own.  Give them enough guidance until they can do it on their own For those who understand synonmns well, have them help others in the class who may be struggling.
Teacher Reflection/Focus (ways you’ll determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking) I will see how well the kids understand the game when I give instructions, and that will let me know if I need to be clearer with my instructions or not.