Grammar: Antonyms

o We can define an antonymo We can match words with opposite

meaningso We can listen and respond to each other.o We can brainstorm antonyms and write

sentences using antonyms

o Mentor-text –Stop and Go ,Yes and No By Brian Cleary

o chart papero I Have, Who Has Antonym

activity cardso Opposites Arrow Craft

L.2.5L.3.5

1. Before reading the story, ask your students if they can define a synonym (if you have already taught this skill). Write the definition on chart paper. Then ask if they know what an antonym is. Elicit responses. If their definition was accurate, write it on your chart paper. See if your students are able to brainstorm some different antonyms. If they offer words that are NOT antonyms, write them on a post-it note and add it to the bottom of the chart paper. After you read the book to the students, you will refer back to those post-it notes and ask the students if these words are antonyms.

2. Read the story Stop and Go ,Yes and No by Brian Cleary. Discuss the story and ask guiding questions throughout.

3.   {Guided Practice} After you read the story, continue to brainstorm new words that are antonymsand add them to your chart paper. Review the post-it notes on the bottom of the page to clear upany misconceptions about antonyms they had from the beginning of your discussion.

4. Now that the students have a strong grasp on the concept that antonyms are words with oppositemeanings, you will conduct an I Have, Who Has circle game.

5. Organize your class into a circle formation on your carpet. First, explain to the students how toplay I Have, Who Has.

6. {GUIDED PRACTICE} Explain that this game is a THINKING, LISTENING, and ANSWERING game.They must listen very carefully to whomever is speaking to see if they have the antonym for theword on their classmates’ card.

7. Explain the game: “I will give each student a card. The START card is different from any other card in the pile. (You can have the start card or give it to a student.) Give one student the START CARD and give all of the other students a card as well. Ensure that if you don’t have enough students you give students 2 cards until all of the cards are being used. Tell the students to look at their cards. Ask: Who’s card says ‘I have the FIRST card.’? Now tell the children they must LISTEN carefully to the WORD that each child says to see if their word is the opposite or antonym for the word the student just said. Then they must READ and SAY what is on their card until we have gone through all of the cards.

8. Continue to play the I Have, Who Has game until you have gone through all of the cards.

9. After you complete the game, you can also have the students put the cards in a pocket chart aswell to be displayed to help them with their independent activity.

10. You can go through the I Have, Who Has game one more time, but this time have the studentsplace their cards in the pocket chart next to each other so all of the antonyms will be near eachother. (This step can be omitted if you are short on time.)

11. {INDEPENDENT PRACTICE} Now that the students have a strong grasp of words that haveopposite meanings, they will now create a simple craft where they will use words withopposite meanings in sentences.

12. Prepare the TRACERS on strong oaktag/cardstock. The students will trace the large arrowtracer on two large pieces of construction paper to make an arrow. They will cut out the arrowsand then use the small square papers on the inside of the arrows.

13. They will choose 2-4 pairs of antonyms to write about. They willl use BOTH words in one sentence.This makes this activity more difficult. For your struggling students, you can expect them to writeeach word in its own sentence.

14. Display your Up and Down Arrows on thebulletin board mi i

Independent Practice: Antonym Arrow Craft

Grammar: t m

Antonym song on YouTube: https://www.youtube.com/watch?v=7MuNbNbeTcw

Preparation 1. To begin preparing for this activity, print out the tracers

following this page.

2. After you print out the tracers, cut them out and tape the topand the bottom pieces together to make a large tracer.

3. Then take the tracer and trace it onto large tagboard paper.You should probably make 6-7 tracers for your students touse. Follow these steps to make each of the three tracers.

Antonyms

Are

Opposites