Alicia Bernard

Lesson Title/Topic: Antonyms and Synonyms

Concept:

Standards/Rationale: TEKS ELAR 4 Grade 4.2 (c)

th

Learning Target: Assessment:

The student will match 6 pairs of game cards to complete antonym and Completed cards
synonym examples correctly 66% of the time.

Materials:
 Feed buckets
 Sticker dots of several colors
 Matching cards
 Plastic or wooden farm animals
 Cowboy hats
 Word Wall
Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:  List the farm
 Play old McDonald. animals.
 Number off four groups.  Discuss similarities
 Have each group select two items from the display. (synonyms) or
 Give examples of similarities and opposites . opposites
 Organize relay where students list their items and give (antonyms).
synonyms and antonyms on the board.  Participate in relay
 Have the students put on a cowboy hat when it is their turn games.
to give an example to keep them engaged in the game.

Teacher Input:  Work with each

 Explain synonyms (same) and antonyms (opposite). i.e. Cat other to discuss the
is the same as kitty which is a synonym but it does not have relationship of the
an antonym because there is not an opposite of cat. Hot and words.
cold are antonyms because they are completely opposite of  Use the word wall
each other. to complete
 Play video : https://www.youtube.com/watch?v=bBWm3- antonym and
mxL1U synonym
 Discuss examples in the video of synonyms and antonyms. examples.
 Use the word bank to call upon student groups to complete
the examples.
 The teacher will give the type (synonym or antonym) and
write the first word of the examples below on the board.
The student groups will provide the correct response by
selecting from the word wall and filling in the blank.
Synonyms Antonyms
angry/mad, happy/sad;
quiet/silent, all/none;
bad/awful, big/little;
begin/start, day/night;
below/under, fake/real;
right/correct, up/down

Guided Practice:  Follow the

 Divide students into small groups to play matching games teacher’s examples
within each group. by matching the
 Give each group a bucket with flash cards containing words. cards in their
 Have the students complete different synonyms and buckets with step-
antonyms based on an example the teacher gives. by-step guidance.
 Supervise to make sure the students are understanding the  Practice by writing
 concepts. examples on the
 Select one group at a time to come to the front and write a board for the rest
word that the remaining groups (when called upon) will of the classroom.
respond with synonyms and antonyms.

Independent Practice:  Match the correct

 Instruct the students to match the correct cards and label the cards and label
pairs with colored dots. them with colored
dots to complete
antonym and
synonym pairs.

Closure:  Pair up and discuss

 Pair up students and have each provide a word which their answers
together completes a antonym or synonym pair. before leaving the
room.

Options:

Enrichment: Reteach:

Modifications/Correctives:
IEP For Hearing impairment - Student will need to sit at the front of the classroom. An outline
or written notes of the lesson will be provided before class starts. If possible, an interpreter will
be provided. Visual distractions will be limited. The teacher will be sure to enunciate speech
clearly and allow extra time for the student to process the information. Information will be
repeated as necessary. Visual supplements will be provided such as a vocabulary list,
overheads, charts and outlines. Step by step written directions will be provided. Extra time will
be allowed to complete assignment.

504 for difficulty learning by listening - Prior to the lesson the vocabulary words and
definitions for Antonyms and Synonyms will be pre-taught. The teacher will state the objective
and prompt the student to take mental notes, ask questions and review the material.
Informative study guides, worksheets and videos will be provided. During the lesson a script
of the video will be provided. Vocabulary words will be written on the board or overhead and
the teacher will use flash cards. Directions will be provided orally as well as being written. The
student will need to repeat the instructions after the teacher has assigned them.

References: