IDAHO STATE DEPARTMENT OF EDUCATION
Materials Bank
Sensory Communication Part 3 of 8: Synonyms vs. Antonyms
Lesson: English Language and Literature , Grade(s) 03 ­ 05
Sensory Communication is a unit that takes students on a journey through an exploration of using their senses as tools to help them communicate
thoughts through verbal and written words. This lesson is designed to provide assistance in creating and firming an understanding of synonyms and antonyms. This lesson could be omitted if
students already have the required skills to actively use synonyms and antonyms. In this lesson students will learn through inquiry and hands­on sorting an understanding of synonyms and antonyms. From the understanding built in this
lesson, students will be able enhance their speaking and writing by exchanging words for more descriptive synonyms and antonyms. Duration: 2 Hours
Lesson
Lesson Plan Template (if applicable)
21st Century Classroom Lesson Plan
Idaho State Department of Education Students Come First
Developed According to the Charlotte Danielson Framework and
Universal Design for Learning (UDL)
Charlotte Danielson Framework ­ This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for
Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d:
Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
2. Multiple means of action and expression, to provide learners options for demonstrating what they know,
3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
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IDAHO STATE DEPARTMENT OF EDUCATION
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Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For
information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;
http://lessonbuilder.cast.org/
Bloom’s Revised Taxonomy – This lesson plan includes Bloom’s Revised Taxonomy as a component.
*Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan
template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be
completely filled in ( unless labeled * for optional) to facilitate entry into a searchable state­wide and national online database. Educators are not limited to the space provided as
the table will expand to fit the entries.
Name: Katrina Kelly
Email: (not published) [email protected] District Name:Kimberly School District
School Name: Kimberly Elementary School
District Number: #414
School Address: 141 Center St. West, Kimberly, ID 83341
School Phone: (208) 423­4170
Administrator Name: Linda Reese
Lesson Overview
Unit: Sensory Communication Lesson Title: Sensory Communication 3 of 8: Synonyms vs. Antonyms
Subject: English Language and Literature
*Subheading: Writing and Language
Duration: 2 hours
Grade Level(s): 3rd ­ 5th
Course: (Please choose from the dropdown list provided)
Big Idea or Focused Investigation: This unit explores the idea that senses are a tool that can be used for communicating with others. This lesson focuses understanding the relationship of synonyms and antonyms to better facilitate fluid precise communication.
Enduring Understandings: Communication is a whole body experience.
Essential Question/s: What tools do you carry with you that help you explain/communicate something to someone else?
Description
Lesson Description: Describe the primary nature (e.g. hands­on, inquiry, project based etc.), whether interdisciplinary or single­subject
and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within
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IDAHO STATE DEPARTMENT OF EDUCATION
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Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated.
Description: Through a hands on sort and inquiry, this lesson gives students the opportunity to develop an understanding of
synonyms and antonyms.
Goals and Objectives
(Framework Domain 1c: Setting Instructional Goals)
Goals and Objectives:The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be
the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should
be able to answer.
Unit/ Lesson Goal/s: Students will know what synonyms and antonyms are.
Lesson Objectives: Students will identify and give examples of synonyms and antonyms and justify their claims.
Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document)
Idaho State Content Standards: Common Core State Standards (English Language Arts and Mathematics):
3rd Grade Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 3
topics and texts, building on others' ideas and expressing their own clearly.
b. Follow agreed­upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a
time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
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IDAHO STATE DEPARTMENT OF EDUCATION
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6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
3rd Grade Language:
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
4th Grade Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly.
b. Follow agreed­upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion
and link to the remarks of others.
4th Grade Language:
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
d. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
5th Grade Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own clearly.
b. Follow agreed­upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of
others.
5th Grade Language:
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
*National Education Technology Standards:
*Professional Technical Standards
*English Language Development (ELD) Standards:
Learning Outcomes – Begin with the end in mind
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IDAHO STATE DEPARTMENT OF EDUCATION
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(Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to:
Learning Outcome: Diistinguish between synonyms and antonyms by demonstrating an understanding of the relationships between
words (synonyms and antonyms).
*Learning Outcome:
Checking for Understanding Questions: Can two words be both synonyms and antonyms? Why or why not?
Bloom’s Revised Taxonomy
Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more.
(Use drop down online within Schoolnet or checkbox)
x Remembering
x Analyzing
x Understanding
Evaluating
x Applying
Creating
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.
synonym, antonym, thesaurus, same, different
Introduction/Anticipatory Set:
Students will watch a video, engaging their senses and enticing them into thinking about how do we communicate what
we see, feel, hear, taste, smell, and know.
Youtube: Dralion by Cirque du Soleil ­ Official Trailer
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IDAHO STATE DEPARTMENT OF EDUCATION
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and Discovery Ed video ­ Brazil's Carnival
Students will pick three of four observations or words written to describe the viedo(s) from yesterday.
Students will rewatch the video(s) focusing on those descriptions and coming up with a different way to describe or explain the words they
picked.
Students will share their picked word and the word they created to mean or describe the same thing.
Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.)
Through an inquiry and hands on sorting, this lesson gives students the opportunity to develop an understanding of synonyms and
antonyms.
Build, Apply Knowledge:
Students will participate in guided discovery, synonyms and antonyms. Building the ability to flexibly interchange words allows students to
be able to better convey and clarify information and ideas to others.
1. Guide the students into creating a definition of synonym.
Pose the question what do all these words have in common? big, huge, gigantic, etc. (they are all the same or similar)
small, tiny, itty bitty, etc. (they are all the same or similar)
When two or more words have the same or similar meanings, what can we call these words? Common definition of a synonym is a word having the same or almost the same meaning as another word.
2. Guide the students into creating a definition of antonym.
Pose the question what do all these words have in common?
on­off, open­closed, tall­short, etc. (they are all opposites)
When two words have opposite meanings, what can we call these words?
Common definition of an antonyms is a word having the opposite meaning of another word.
*Higher Order Thinking Questions:
What power do words have in communicating?
*Provide Guided Practice:
1. Support students in a guided practice of the independent sort.
sort 5 words (a mix of synonyms and antonyms)
state or show a word
ask the students where they would place the word (under synonym or antonym)
have the students defend their placement
assist students through the process making sure they have a firm understanding of how to decide where a word would be placed.
model using a dictionary to look up a word meaning
*Provide Independent Practice:
Students then will then work independently, sorting synonyms and antonyms. As a whole class students will classify the synonyms and
antonyms defending their placements.
1. Synonym vs. Antonym Sort
Have students sort the synonym and antonym cards into their categories, using dictionaries if needed.
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IDAHO STATE DEPARTMENT OF EDUCATION
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Go through the words alphabetically have the students name the category they put the words under.
Have students defend their placements.
Have students mark on the Synonym vs. Antonym Data Sheet their answers (S=synonym, A=antonym).
Wrap Up/Synthesis/Closure:
Students will write three synonyms and three antonyms and justifying their choices. With a firm understanding of
words and their relationships and meanings, students will be able to clarify and enhance their speaking and writing
skills.
Materials
(Framework Domain 1d: Demonstrating Knowledge of Resources)
*Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as
many as necessary.
Title: (List the title of the website/s.)
Youtube: Dralion by Cirque du Soleil ­ Official Trailer
URL: (Copy and paste the Internet address here. You must include http://)
http://www.youtube.com/watch?v=5bp7x5vhEJg&feature=relmfu
Annotation: (Write a brief description of the website.)
This short clip show a preview to the Cirque du Soleil acrobatic performance of Dralion.
*Technology Tools and Equipment (Including UDL­Assistive Technology Software and Hardware): Examples of technology tools
might include hardware as well as software; e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator,
geotracking, etc. Examples of UDL ­assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or
word prediction etc. (List as many as necessary)
1. computer projector with speakers
2. computers with access to dictionary program or online dictionary
*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as
necessary)
1. Synonyms vs. Antonyms Sort Cards
2. Synonyms vs. Antonyms Data Sheet
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IDAHO STATE DEPARTMENT OF EDUCATION
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3. Place to conduct sort (depending on time it may need to be left out until next lesson)
4. Pencil
5. Dictionaries
*Safety Considerations (e.g. for Science and Professional Technical Education Plans)
UDL ­ Differentiation According to Student Needs
(Framework Domain 1b: Demonstrating Knowledge of Students)
Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP
or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated.
UDL: Multiple means of;
Action and Expression
Teacher will have the option for students who are unable to physically complete the sort and data recording to have a scribe position the
words where designated by the student and record the answers on the data sheet.
Engagement
Teacher will limit the number of objects presented to students at one time to reduce anxiety and/or overwhelming sensation from the
number of objects needing to be sorted.
Representation
Teacher will have the option for students who are unable to read the sort cards to have them read to them.
ELL, SIOP: (Modifications to Instruction)
*Other Means of Differentiation:
Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for
further research and exploration.
*1. Extension:
Students who already have a firm understanding of synonyms and antonyms may write a synonym and antonym poem.
Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson.
*1.Remediation:
Students who need more assistance will be provided small group and teacher guided assistance through the sort.
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IDAHO STATE DEPARTMENT OF EDUCATION
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Assessment
(Framework Domain 1f: Assessing Student Learning)
Assessment: (Optional)May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available
submitted along with the lesson plan as attachments.
*Formative/Ongoing Assessment:
Students will complete a word sort.
*Summative/End Of Lesson Assessment:
Students will write three synonyms and three antonyms and justify their choices with reasons.
Educator Self­Reflection
Please use this area to self­reflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the
contents of the self­reflection section is not intended to be shared.)
*Self­Reflection – Successes and Areas of Improvement
Standards Covered
L: Language
L.C: Vocabulary Acquisition and Use
L.CCR.4: Determine or clarify the meaning of unknown and multiple­meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
L.3.04: Determine or clarify the meaning of unknown and multiple­meaning word and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
L: Language
L.C: Vocabulary Acquisition and Use
L.CCR.4: Determine or clarify the meaning of unknown and multiple­meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
L.4.04: Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.4.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.05.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not
identical meanings (synonyms).
L: Language
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IDAHO STATE DEPARTMENT OF EDUCATION
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L.C: Vocabulary Acquisition and Use
L.CCR.4: Determine or clarify the meaning of unknown and multiple­meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
L.5.04: Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.5.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.05.c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
SL: Speaking and Listening
SL.A: Comprehension and Collaboration
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
SL.3.01: Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on
grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.01.b: Follow agreed­upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
SL.3.01.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks
of others.
SL.3.01.d: Explain their own ideas and understanding in light of the discussion.
SL.B: Presentation of Knowledge and Ideas
SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
SL.3.06: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
SL: Speaking and Listening
SL.A: Comprehension and Collaboration
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
SL.4.01: Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on
grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.01.b: Follow agreed­upon rules for discussions and carry out assigned roles.
SL.4.01.c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to
the discussion and link to the remarks of others.
SL.4.01.d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL: Speaking and Listening
SL.A: Comprehension and Collaboration
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
SL.5.01: Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on
grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.01.b: Follow agreed­upon rules for discussions and carry out assigned roles.
SL.5.01.d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
Materials
For a closer look at the materials list below, log onto https://sn.sde.idaho.gov/414
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IDAHO STATE DEPARTMENT OF EDUCATION
Materials Bank
Resources:
1. Synonym vs. Antonyms Sort Cards
2. Synonyms vs. Antonyms Data Sheet
3. Discovery Ed ­ Brazil's Carnival
Organizers
Teaching Methods
1. Lecture
2. Hands­on instruction
Grouping
1. Heterogeneous grouping
2. Individualized instruction
3. Large Group instruction
1. I. Knowledge
3. III. Application
5. V. Synthesis
2. II. Comprehension
4. IV. Analysis
Bloom's Taxonomy
Gardner's Multiple Intelligences
1. Interpersonal
2. Linguistic
Additional Properties
Author: Katrina Kelly
Publisher: Kimberly School District
Cost/Fee: No
Restricted Use: No
Rights:
Keywords:
Created by: Kelly, Katrina (11/7/2012 3:40:00 PM)
Last modified by: Kelly, Katrina (4/8/2013 3:49:00 PM)
Other revisions of this resource:
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