Virginia Standards of Learning - Essay Example

1.0 Objective: Students will be able to:
1.1 To identify what an antonym is.
1.2 To demonstrate and improve basic reading skills, such as reading and meanings.
1.3 To practice and improve language skills.
2.0 Standards:
2.1: The student will expand understanding and use of word meanings
2.2 Identify and use synonyms and antonyms.
2.3 The student will expand vocabulary when reading
2.4 The student will use the knowledge of antonyms and synonyms.

3.0 Essential Question:
3.1 Can you identify an antonym and know how to use it in a sentence?
4.0 Motivation/Anticipatory Set: (X minutes)

1. Ask students what antonyms they can “act out” (happy/sad, slow/fast, awake/asleep) and any others they can think of. Write their answers on chart paper or the board.
2. Divide students into groups of three or four. Tell them they have two minutes to list as many antonyms as they can. Give each group only one sheet of paper. When time begins, the student who has the paper first writes one pair of antonyms and passes the paper to the next student. That student writes another pair of antonyms and passes the paper to the next person, and they keep it going around their group until the two minutes are up. The goal is for each group to list as many antonyms as they can. Encourage students to help one another if anyone in the group is having difficulty thinking of a pair of words. Have each group read their list aloud. Let the class decide whether the words in each pair have opposite meanings.

3. Give each student a blank Antonym Matching Game Board (attached). Have students think of any five antonym pairs and write one word in each box, making a matching game. Students can cut the words apart, lay the cards face down, and flip them over, two at a time, to try to find a match that is antonyms.
7.0 Summary Activity/Wrap-Up: (X minutes)
Write some words on the blackboard and ask the students to identify them. The students are to say what antonyms they can act. Split the students into groups of three or four. Every member of each group is to write a pair of antonyms on a piece of paper, and teamwork is encouraged. Students are to be given a blank antonym-matching game board and match the antonyms.
8.0 Assessment: (Formative/Summative)
Observe students as they create their antonym-matching games to assess their abilities to identify antonyms.
9.0 Homework:

Hand out a worksheet to the students containing fill-in sentences on the left end of the paper, as well as a list of words on the far right side which will serve as antonyms for the fill-in sentences. After submission, the students will be coached on how to figure out the correct for every question on the board.
10. Materials:
• Paper (one sheet per each group of students)
• Chart paper, whiteboard, or interactive whiteboard
• Markers and scissors
• Antonym Matching Game Board (attached; one per student)

11. Differentiated Instruction/Accommodations and Adaptions:
• Prepare real objects to help students understand the concept of antonyms: full/empty—glass of water, in/out—of the crayon box, on top of/below—the line, in front /in back— of the room.
• Give students a list of words, and ask them to cite the antonyms.
• Ask students to explain the differences between each antonym in the following sets: hot/cold, tall/short, fast/slow, open/close, push/pull, and up/down. Read More