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