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Lesson Title & Subject(s): Vocabulary

Topic or Unit of Study: Antonyms and Synonyms

Grade/Level: 3rd

Instructional Setting:
• 26 students total (15 boys and 11 girls)
• 19 students are on-grade-level readers
• 5 students are two grades above reading level (2 with identified gifted
• 2 students are English language learners at the intermediate level
• Students will be grouped homogeneously during guided practice and will have
the option to work in heterogeneous groups during independent practice if they


State Standard:
3.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms,
homophones, and homographs in a text.

Lesson Objective(s):
Given a worksheet students will be able to identify and use the meaning of antonyms
and synonyms by accurately completing 6/7.


Instructional Materials:
-Smart board and projector
-Copies of worksheets
-Dry erase markers


Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and
Reading. (n.d.). Retrieved March 27, 2018, from

Synonyms and Antonyms | Worksheet. (2016, February 12). Retrieved March 23, 2018,

Best 25 Synonyms And Antonyms Ideas On Pinterest. (n.d.). Retrieved March 27, 2018,


Student Prerequisite Skills/Connections to Previous Learning: Students will need

to have a basic understanding of the terms “same” and “opposite”. Students should also
be able to define and understand the basic vocabulary words that will be used.

Presentation Procedures for New Information and/or Modeling: The teacher will
project the worksheet onto the smartboard and walk through the first 3-4 words on the
worksheet with the students. The teacher will read the word true aloud to the students,
give a definition, and will then show the students how to determine the synonym and
antonym by finding a work that means the same and one that means the opposite.

Guided Practice:
For guided practice, the teacher will finish the remainder of the worksheet with the
students. She will make sure to involve the students in completing the remainder of the
worksheet. One way to do this would be to have the students come up one at a time
and write words in the blanks on board. She will also need to allow students to ask
questions and participate in class discussion.
Independent Student Practice:
For the independent part of this lesson, the teacher will pass out a second worksheet to
be completed independently by each student. The teacher should circulate the room
during this time to keep students on task and answer questions when needed.

Culminating or Closing Procedure/Activity/Event:

The closing activity will be a game of “Synonym Slam”. Students will be put into groups
of 3-4, and each group has a set of 15 synonym cards. The teacher will read the
direction, ex. “Slap the synonym for happy”. The student who slaps the correct card first
gets to keep it. The students with the most cards at the end of the game win

Differentiated Instruction Accommodations:

ELL: The teacher will provide reading materials and handouts that include both the
student’s native language as well as English. The teacher will also continue to check for
understanding throughout the activity. This will help the students because it provides the
language being learned as well as the native language, so that they are learning instead
of staying within their comfort zone.

GT: To accommodate gifted students, the teacher may ask challenging questions while
they are working independently on their worksheets or possibly provide a similar
worksheet with more challenging vocabulary. This will require these students to use
higher level thinking and will allow them to extend their thinking.

Student Assessment/Rubrics:
The teacher will grade the worksheet that was completed during independent practice.
Students will need to get 6/7 correct to demonstrate understanding.