This lesson plan aims to teach 2nd grade students about antonyms. Students will first identify antonym pairs from a storybook read aloud. They will then play a song game to practice matching antonyms, filling in blanks with opposites. Students will individually complete a worksheet choosing objects and describing them with antonyms from the lesson. The goal is for students to understand and demonstrate knowledge of antonyms.
This lesson plan aims to teach 2nd grade students about antonyms. Students will first identify antonym pairs from a storybook read aloud. They will then play a song game to practice matching antonyms, filling in blanks with opposites. Students will individually complete a worksheet choosing objects and describing them with antonyms from the lesson. The goal is for students to understand and demonstrate knowledge of antonyms.
This lesson plan aims to teach 2nd grade students about antonyms. Students will first identify antonym pairs from a storybook read aloud. They will then play a song game to practice matching antonyms, filling in blanks with opposites. Students will individually complete a worksheet choosing objects and describing them with antonyms from the lesson. The goal is for students to understand and demonstrate knowledge of antonyms.
This lesson plan aims to teach 2nd grade students about antonyms. Students will first identify antonym pairs from a storybook read aloud. They will then play a song game to practice matching antonyms, filling in blanks with opposites. Students will individually complete a worksheet choosing objects and describing them with antonyms from the lesson. The goal is for students to understand and demonstrate knowledge of antonyms.
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Bridgewater College
Education Department Lesson Plan
Mickelberry Date: April 8, 2013
Title of Lesson: Antonyms are opposites
Subject Area(s): Reading/Language Arts VA SOL 2.7 c.
Grade Level(s): Grade 2
Name Sarah
c) The student will expand vocabulary when reading by using
knowledge of antonyms and synonyms
Content Objective(s) 1. Students will be able to identify pairs of antonyms from a fictional text. 2. Students will be able to correctly match pairs of antonyms. 3. Students will be able to demonstrate their knowledge of antonyms by using antonyms to describe and illustrate two provided objects. IEP Goal/Objective: Accommodatio ns/ Differentiation
Summative Assessment (based on objectives)
In order to achieve these objectives, each student will be able to 1. identify 2 pairs of antonyms from the Stop and Go, Yes and No: What is an Antonym? book 2. identify the antonym of 5 different words when heard in a song 3. will define the word antonym and use antonyms to describe and illustrate 1 pair of antonym objects provided from the book read on a worksheet.
Materials: Cleary, B. (2008). Stop and go, yes and no: What is an antonym?. First Avenue Editions. (BL: not leveled on AR reader, but on scholastic.com it is leveled as 2.9, and on Amazon the interest age is 6 and up) 5 sets of antonym cut-outs shaped as muffins (muffin template drawn by Sarah Mickelberry) 1 teacher set of antonym muffins Popsicle sticks Tape 5 Styrofoam cups 5 rubber bands 6 copies of antonyms song lyrics Writing utensil for each student 6 copies of antonym worksheets (created by Sarah Mickelberry) 5 pairs of objects that characterize antonyms from book Preparation: Create 5 sets of student muffin cut-outs (20 muffins total): back; low; cold; glad Create a set of teacher muffin cut-outs (6 muffins total): go; stop; front; high; hot; sad Tape popsicle sticks to back of muffins to use as handles and rubber band them together Collect objects that characterize antonyms: (Nail file (rough); eraser (smooth); buttons (1 black & 1 white); small rock; big rock; anything heavy; anything light; anything slow; anything fast) Print 6 copies of antonym song lyrics Print 6 copies of antonym worksheets Complete an antonym worksheet Integration of technology N/A Accommodations/ Differentiation
Anticipatory Set (Focus) N/A
Access/Review Prior Knowledge N/A
Time Plann ed
Topic presentation (What will the students be told?)
1. Today we are going to read Stop and Go, Yes and No: What is an Antonym? (I will point out that there are two antonyms in the title) 2. Questions to ask the students Do you notice anything about the meanings of the words in the title? What does opposite mean? 3. The two pairs of words in the title have opposite meanings. Would anyone like to take a guess at what we call words that have the opposite meanings? 4. If no one answers, explain that we call words with opposite meanings antonyms. 5. So now lets read and try to find some more examples of antonyms, or words with opposite meanings. Read the antonym book from the beginning through the page that ends with and even dim to bright. 6. The teacher will read the first two pages and identify the antonyms, and then students will take turn reading the rest and identifying antonyms. 7. While they read, have each student identify 2 antonym pairs from the book and explain why they are antonyms. Students may get help from friends or the teacher if they are unsure of why words are antonyms or need help identifying two antonyms. Modeling, Guided Practice, Independent Practice, Checking for Understanding (Formative Assessment) Guided Practice 1. Explain that we will be doing an antonym song activity to practice matching antonym pairs. 2. Pass out the lyric sheet and choral read/sing it together so students learn the lyrics. 3. Note that the blanks will be filled in later with antonym pairs while singing. Modeling 1. After choral reading all the way through the song, the teacher will guide the students in how the song will work by doing an example. 2. The teacher will sing the beginning of the song and fill in the first blank with I say stop (as teacher says stop hold up muffin that displays the word). 3. Tell students they will respond to the teachers word by giving the antonym, so the teacher continues the song with we say go and holds up the muffin that displays go. 4. Make clear that it is the students jobs to fill in the holes in the song by holding up and saying the antonym to the word the teacher gives
Guided Practice Continued/Formative Assessment
1. Pass out the student muffin cut outs 2. Go over each word and make sure all the students know the meanings 3. Ask students to hold the muffins by the popsicle stick handles so that they can see all the words 4. Tell students if they remember the lyrics they may sing along at any time 5. Start the song and fill in the teacher blanks with the following words. Make sure to also hold up the correct teacher muffin as you say the word. (The song will be sung a total of 2 times all the way through.) i. ii.
... I say front
I say high
6. Make sure each student understood why the sets of words were antonyms. If everyone did understand move on to singing the song a second time around with these words in the teacher blanks iii. iv.
I say hot I say sad
7. Again make sure each student held up the right word and clear up any confusion about why a pair of words was antonyms. Individual Practice/Formative Assessment 1. Pass out the antonym worksheet and go over all the instructions 2. Ask students to define the word antonyms in the space provided, and then raise their hand when they are done. 3. When a student raises their hand, have the student pick a Styrofoam cup with objects in it. 4. Tell the students to examine their chosen objects, and then think about the antonyms from the book that could describe the objects. (Make the book available for students to look through in case they need a reminder of the antonyms we went over) 5. Students will write the antonyms that describe their two objects and then illustrate their antonyms in a new way. 6. Students may color their pictures if they have time or for homework. Closure N/A
