I.
HEADING:
Miss Erickson
May 3 rd
, 2013
Synonyms and Antonyms
Grade 2- 19 students
40 minutes
II.
RATIONALE AND BACKGROUND:
The purpose of this lesson is to review synonyms and antonyms. This lesson consists of a smart board slideshow which will serve as an overview of synonyms and antonyms. The students will participate in the short interactive slideshow in order to recall the definition of synonyms and antonyms, as well as how to use both of them. This lesson also includes a synonym and antonym tic-tac-toe activity which will require students to come up with at least three synonyms or antonyms for four words. The synonym and antonym flower creation requires students to come up with five synonyms and five antonyms for a word of their choice. This is motivating for students because it is an enjoyable lesson where students will learn and have fun in one setting. This lesson is necessary to aid students in recalling information that will help them meet the benchmark.
Prior to this lesson, the students have learned about synonyms and antonyms. The students have participated in lessons, completed activities, and completed related assignments. The students have demonstrated prior knowledge of synonyms and antonyms. However, some students may have difficulty remembering the terminology of each word. They understand “same” and “opposite”, but need review of the terms
“synonym” and “antonym”. This lesson relates to the Pennsylvania Academic Standards for language arts. This lesson is adapted to meet the needs of all individual students.
Facts about the learners:
The class is a heterogeneous group of students who are all ready and willing to learn. There are several students in the class who have difficulties with reading, and/or speaking.
Specific, required adaptations:
One student has an IEP and leaves class for individual support. I will provide whole group adaptations to meet the needs of all students and enhance the abilities of those with difficulties. I will assist these students during the smart board interactive overview if they need prompting. I will also provide support on an as-needed basis during the tic-tac-toe game, and the synonym and antonym flower creation.

III.
LESSON OBJECTIVES:
Pennsylvania’s public schools shall teach, challenge, and support every student so that he or she has the ability to realize his or her full potential and gain the knowledge and skills that are needed to understand how to use appropriate grammar.
PA Academic Standard 1.1.2.C

Given information about synonyms and antonyms, the students will participate in whole group discussion in order to show an understanding of the concept.
(cognitive, whole group, informal assessment)

Given information about synonyms and antonyms, the students will demonstrate a concrete understanding of synonyms and antonyms by thinking of multiple synonyms and antonyms for a word while playing tic-tac-toe. (cognitive and psychomotor, small group, informal assessment)

Given information about synonyms and antonyms, the students will create five synonyms and five antonyms for a word of their choice. (cognitive and psychomotor, individual, informal assessment)
IV.
LIST OF MATERIALS/RESOURCES:

Synonyms and Antonyms overview smart board slideshow (1)

Synonyms and Antonyms tic-tac-toe worksheet (20)

Green square construction paper (20)

Pink square construction paper (20)

Yellow square construction paper (20)

Light green square construction paper (20)

Glue sticks (20)

Markers (20)

Pencils (20)

Antonym pictures (2)

Synonym pictures (2)
V.
PROCEDURES:
A) Introduction and Motivation
1.
Motivational strategy: Display synonym and antonym pictures on the chalkboard.
(Two will be pictures of the same thing, and two will be pictures of opposites).
2.
Activate prior knowledge:
“Looking at these pictures, what do you think we will be reviewing today?”
Let a few students volunteer their answers.
“Yes! We will

be reviewing synonyms and antonyms.”
Ask questions to activate prior knowledge. Let students respond to each question.
“Who remembers what a synonym is?” “Who remembers what an antonym is?” Let students respond.
3.
Purpose for lesson: Explain the purpose of today’s lesson.
“Yesterday we talked about antonyms. Today we will be reviewing another important concept- synonyms and antonyms. Understanding synonyms are extremely important in developing an excellent vocabulary, just as adjectives are! Therefore, we will be doing different activities to remember many synonyms and antonyms.”
B) Lesson Body
1.
Open the smart board slideshow called Synonyms and Antonyms. Go through each slide at an appropriate pace so that all students can follow along. Ask questions when appropriate, and answer questions when appropriate. If a slide involves student participation, let students come to the smart board to complete the activity. The slideshow topics go as follows:
1.
Synonym definition and examples
2.
Antonym definition and examples
3.
Matching synonyms together
4.
Matching antonyms together
5.
Categorizing synonyms and antonyms (click and drag)
6.
Categorizing synonyms and antonyms T-chart
2.
After the smart board slideshow is completed, ask questions to check for understanding.
“Again, what are synonyms? What are antonyms? Who can tell the class an example of synonyms? Who can tell the class an example of antonyms?”
Let students volunteer.
“Are nice and pleasant antonyms?” (No!)
“Are nice and pleasant synonyms?” (Yes!) “Are nice and mean antonyms?”
(Yes!) “Are nice and mean synonyms?” (No!) “A way you can remember this is that similar and same both start with an S. Antonym and apart both stare with
an A. Apart is sort of like opposite because the farther apart two things are the more differences they probably have.” “Do you have any questions so far?” Let students ask questions. Respond to each student’s question.
3.
Now, explain the first activity. “We are going to create synonym and antonym flowers. The middle of the flower where the pollen is is where you will put a word.
The petals (yellow paper) are where you will need to write five different synonyms for that word. Then, there are five green leaves. You need to write a different antonym on each green leaf. Then, glue your flower together to look like this
(show teacher model).”
It is important for the students to write their synonyms and antonyms first, because it is more important than gluing.

4.
Distribute materials to each student. Each student should receive five yellow petals, one pink circle, one green stem, and five light green leaves. Once the materials have been distributed, inform the students that they may begin working on their synonym and antonym flowers.
“Once you have your materials, you may begin! If you have any questions I will be walking around to help you.”
5.
Walk around to make sure that students are on-task. Also check to see whether or not students need help creating their flowers. If needed, provide support.
6.
Once students have all finished their flowers, let a couple of students share them with the class.
“I will choose two students out of the sticks to share their flowers if they would like. I am doing this so that it is fair, since I know many of you would like to share.”
Pick sticks, and let students share.
7.
Have the students lay their flowers on an empty table so that they can dry. Display the synonym and antonym flowers that the students have created once they are dry (at a later time).
8.
Now, explain the second activity.
“Now, we are going to play a game that many of you have played before. We are going to play tic-tac-toe.” “You will be working with a partner. However, this is not a normal game of tic-tac-toe. In this game, you will be creating synonyms and antonyms for words of your choice.”
9.
Explain the game in the following steps:
1.
You and your partner will get a tic-tac-toe worksheet and a clipboard.
You may sit wherever you would like.
2.
There are four tic-tac-toe games on your worksheet.
3.
For each game, you and your partner will decide on a word and write it on the provided line.
4.
Then, you and your partner will decide who is X and who is O.
5.
If you are an X, you will be responsible for creating synonyms.
6.
If you are an O, you will be responsible for creating antonyms.
7.
One person will begin the game. On the board, write your letter (either X or O) and either your synonym or antonym (depending on what letter you are).
8.
It is just like a normal game of tic-tac-toe, except you need to create synonyms and antonyms.
9.
The first person to get three synonyms or antonyms in a row wins!
10.
After you are finished, move on to the next game.
11.
I will let you know when your time is up!
10.
Walk around and provide help as needed.
11.
Watch the clock. Once it is 11:10, instruct the students to stop where they are. “It is time to stop. Please stop playing your game.”

C) Lesson Closure
1.
Close this lesson by having two students volunteer to share what they learned from today’s review lesson. “Who would like to share what you learned from today’s review lesson?”
Respond to student answers.
2.
Transition students to lunch by having them retrieve their lunches and line up at the door.
VI.
EVALUATION:
A) Student Assessment
The students will be informally assessed through teacher observation. The teacher will observe the students during the smart board review slideshow. The teacher will observe student participation, as well as comprehension of the information being delivered by the teacher. The students will be informally assessed through teacher observation during the synonym and antonym flower creation. The students will also be informally assessed through teacher observation during tic-tac-toe games. The teacher will observe students while they complete these activities to make sure that they understand how to properly use and differentiate between synonyms and antonyms. The teacher will provide help as needed. The teacher will monitor classroom behavior by walking around the classroom during the entire lesson. The teacher will use the amazing behavior sticks when appropriate. The teacher will handle inappropriate and off-task behavior privately if needed.
B) Self Evaluation* :
Reflect on the teaching of this lesson and respond to the following items:
1.
Identify and list three (3) strengths of this lesson.

2.
Identify and list three (3) elements or areas that need improvement.
3.
Based on the closure and student evaluation portions of this lesson plan, identify any students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to ensure success.