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Matching with Synonyms and Antonyms


Language Arts  



Title – Matching with Synonyms and Antonyms
By – Brad Moore
Synonyms and Antonyms

I. Grade and Developmental Level: 4th Grade Language Arts

II. Objective:
· Students will be able to identify synonyms and antonyms.
· Students will be able to become familiar with words that have multiple meanings.

III. Procedures:
· Focus:
The teacher will call out words that have the same basic meaning and call out words that are “opposite meaning words.” The teacher will ask students to listen for patterns and relationships among the words as he reads them. The teacher will then explain that the students will be discussing synonyms and antonyms.

· Input:
The teacher will then define synonyms and antonyms. Synonyms are words that have almost the same meaning. Antonyms are words that have opposite meanings. The teacher will explain the some words do have more than one meaning. He may point out various definitions for one word in a dictionary if time permits. Finally, the teacher will explain that using synonyms and antonyms correctly enhances writing and makes writing sound better.

· Modeling:
The teacher will list several words on the board. The teacher will then list a synonym and antonym for each word listed. He may list more than one synonym and antonym if possible.

· Check for Understanding:
The teacher will then ask questions relating to the student text. The teacher may continue when he feels the class has a solid understanding of synonyms and antonyms and their importance in writing.

· Guided Practice:
The teacher will then pass out small white erase boards to each class member. The teacher will direct students to pay attention as he calls out a word to the class. The teacher will then call out a word and ask for the synonym or antonym of that word. The students will write what they think to be the synonym or antonym on the white erase board and display their answer to the teacher. This process will be repeated as many times as the teacher feels necessary. Students will write neatly on the white erase boards and listen to directions carefully during this portion of the lesson. The teacher will direct two students to collect the white erase boards at the end of this activity.

· Independent Practice:
The teacher will the direct students to pay attention the directions for the next activity. The students will be given a sheet of paper with a word and letter on it. The letter will be “a” (for antonym) or “s” (for synonym). When the teacher directs them to do so, students will get up out of their seats and find the antonym or synonym that matches the word they were given (if an “a” appears in the sheet they must find the antonym and vice-versa). Students must match up with the correct person in the class and then stand by that person. The activity is concluded when all students have found their match and are standing next to the classmate holding that match.

Pairs that match up before the other pairs match up must think together and say aloud as many synonyms and antonyms as they can for their words.

· Closure:
The teacher will then go around to each pair and ask them to hold up their sheets. The students will hold up their sheets and call out their words. Then the students will tell the class if their words are synonyms or antonyms.

IV. Materials:
White Erase Boards/Erasers/Markers
Student Text
Teacher’s Manual
Sheets with synonyms and antonyms (enough for one sheet per classmate)

V. Assessment:
· Student responses to teacher questions.
· Student answers written on white erase board checked for accuracy.
· Students matched up with correct partner during matching game.

E-Mail Brad Moore!

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