AntonymsA fancy way to say opposite!

SOL: 2.7 C: The student will expand vocabulary when reading by using knowledge of antonyms and synonyms.

Janna GrandleEDUC 330 – Fall 2013

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The student will be able to identify sets of antonym’s from a children’s book.

The student will be able to correctly use an antonym.

The student will be able to demonstrate their knowledge of antonyms by correctly giving a contrasting/opposite term when they are given a word.

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• Review synonyms, that were covered in an earlier lesson

• Present book to students – Stop and Go, Yes and No: What is an Antonym? (Teacher should have this on document Camera).

- Brian Cleary

• Examine Title – point out antonyms of stop/go and yes/no.

• Read the book “popcorn style, “ teacher calling on Students. (still using document camera for students to follow along).

• Ask students during the reading to pick out pairs of antonym’s on the page.

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• Teacher will present one side of the flashcard in anticipation that students will be able to given an antonym for the word presented – an antonym will be on the back-side of the flashcard presented.

• Flashcards will be used for guided practice activity.

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• Use “Ant Answer Cards” to identify antonyms.

• Have group of items in the front of the room – ask for student volunteer – give them term from Flashcard – and have them pick an object that represents an antonym for their term.

• Other Students should be filling out “Ant Answer Cards.

-Terms to Use – • Sad

• Smooth• Hot• Dry

• Heavy• Full• Poor• Hard

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! Students look at the given word – then go to the items provided an object that is an antonym for their word!

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• Each student is given an ant head and ant tail – they then take turns pulling ant bodies from a bucket that already display a term.

• Students then glue the ant together, placing it on a worksheet, and fill in the tail with an antonym for the word provided in the body to create an“Antonym Ant!”

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• Once students glue their ants on their worksheet, they will write a sentence using the word they were given and their antonym – circling the antonyms in each sentence.

• Once sentences are written, they will raise their hands for teacher to look at, if correct, they will be given crayons to begin drawing a picture to represent their sentences.

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• Once all students have completed their sentences (not necessarily their drawing) they will share their “antonym ants” with the members of their group, in which they are seated.

• Teacher will circulate the room to check for understanding – and to see if anyone can think of another antonym for the given term.

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• Since students will finish at different times – they can use any additional time they may have to continue to draw their pictures, decorate their worksheet, or draw antenna’s, feet, etc. on their ants!

• The completed worksheet should be turned into the teacher to check for comprehension.