Wesley Heights, Year One
Hopper/Neuhart – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to give examples of prefixes & suffixes.
- Students will be able to give a synonym of a provided word.
- Students will be able to give an antonym of a provided word.
- Students will toss ball gently to leader of activity.
English & Physical Education
ELAGSE3RF3 Know and apply grade-level phonics and word analysis skills to decoding words.
- Identify and know the meaning of the most common prefixes and suffixes.
- Decode words with common Latin suffixes.
ELAGSE4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
PE3.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns.
- Throws underhand to partner/target with a mature form (facing target, stepping with opposition, transferring weight, and following through).
- Catches an object tossed from a partner.
Any Open Classroom Space, Ball
PAIR Specialist had students stand in a circle in the classroom. Specialist started out Cat-Ball by explaining how to receive the ball and toss it back to Specialist in a gentle and appropriate manner and did some practice tosses to students. PAIR Specialist then asked students if they knew what the word “Category” meant, then explained that there are different categories for certain things. We played a practice round of Cat-Ball naming any animal they could think of, then increased the level of the activity asking students to list “Animals in a Zoo” to further express an example of a category, as well as encouraging students to think quickly, answering before they catch the ball.
PAIR Specialist then invited the teacher into the center of the circle to do categories with the students such as asking students to provide examples of Prefixes, then Suffixes, when the ball is tossed to them. The teacher then offered a word to the students (HOT) and asked students to provide an antonym (COLD), as well as offering a word (UP) and asking students to provide a synonym (ABOVE).
The students also needed a reminder that they would get the ball if they were quiet, and not shouting out answers, whining, or saying “pick me, pick me!” Otherwise, students responded positively to the activity!