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Bridgewater College Education Department Lesson Plan Date: April 8, 2013 Subject Area(s): Reading VA SOL: 2.

7c Title of Lesson: What is an Antonym? Grade Level(s): Second The student will expand vocabulary when reading. Use knowledge of antonyms and synonyms. Name: Caitlyn Mauck

Content Objective(s): 1. The student will be able to identify a set of antonyms from a fictional text. 2. The student will be able to act out a correct pairing of antonyms. 3. The student will be able to demonstrate their knowledge of antonyms by correctly pairing antonyms to make a comparison. Accommodations/ Differentiation Summative Assessment (based on objectives): In order to achieve the objectives, each student will be able to: 1. ...identify at least 1 set of antonyms from the book Stop and Go, Yes and No: What is an Antonym? 2. act out at least 3 pairs of antonyms correctly when playing Simon Says with antonyms. 3. describe at least 1 set of objects using antonyms to make comparisons. Materials: Cleary, B. P. (2006). Stop and Go, Yes and No: What Is an Antonym?. Minneapolis: Millbrook Press. (BL: ages 7-9 as stated by author) Simon Says Antonym cards (stand up/sit down, hop on left foot/right foot, make a sad face/happy face, close/open your eyes, nod yes/no) from: http://www.brianpcleary.com/words/pdf/simon_says.pdf Large Paper and Markers Picture Flashcards with Antonyms, Antonym word cards, and Tape (created by teacher from Stop and Go, Yes and No) Writing utensils for each student and Worksheet (created by teacher) Preparation: Create a set of flashcards with 7 pairs of antonyms (left/right, yes/no, hot/cold, fast/slow, sad/glad, big/small, high/low) o Also create a set of pictures for each antonym Create a worksheet for students to write their descriptions o Also complete an example Integration of technology: N/A

Accommodations/ Differentiation Anticipatory Set (Focus): N/A Access/Review Prior Knowledge: N/A Topic Presentation: 1. Today were going to read Stop and Go, Yes and No: What is an Antonym? a. What is special about the title? b. What are stop and go? Yes and no? 2. These words are opposites. Does anyone know the name for these opposite words? Explain that they are antonyms and write definition on a piece of large paper. a. Ask for other examples of antonyms. If none are given, provide a few. b. Lets see if we can find more antonyms in Stop and Go, Yes and No. 3. Read selected pages (pgs. 1-10) of the Stop and Go, Yes and No book to students. a. While reading, ask each student to identify the antonyms on a page (ask the group to help if anyone gets stuck). 4. Ask students to tape the pairs of antonyms they identified on the paper. Guided Practice: 1. Explain Simon Says antonym activity do the opposite of what Simon says to demonstrate antonyms. 2. Modeling: a. Teacher will demonstrate how to participate in the Simon Says antonym activity by completing an example. i. Teacher will say the following: Simon Says sit down. ii. Teacher will then stand up to demonstrate the opposite of the command. 3. Review the antonyms of each word. 4. Read 5-6 commands at a time from the Simon Says cards while the students act out each antonym. Independent Practice/Formative Assessment: 1. Place picture flashcards on the table and instruct students that they will write a short paragraph (2-4 sentences) describing a set of objects using antonyms from today. a. Pass out worksheets and pencils for students to write their sentences. b. Brainstorm ideas as a group if they struggle with ideas. 2. Students can draw a picture of their antonyms on the reverse if time allows. Closure: N/A

Time Planned