Submitted by: Samira Ezadi____________________________________CWID___
Grade Level: 4th Mentor Teacher: ______________
Subject/Topic: Reading/Antonyms and Synonyms __________________
Synonyms/Antonyms T-Chart
Rationale:
The students will be able to build their background
knowledge on synonyms and antonyms by creating a
T-chart in order to work up to construction
analogies between words.
TEKS Achieved:
110.15-b 2(C) complete analogies using knowledge of
antonyms and synonyms (e.g., boy:girl as male:____
or girl:woman as boy:_____);
Materials/Equipment:
Pencil
Reading Spiral
Manilla paper
Synonym and antonym sort sheet
Scissors
Glue
Ziploc bag
Brain Pop
https://www.brainpop.com/english/grammar
/antonymssynonymsandhomonyms/
Accommodations:
1. For a student who is hard of hearing, I
will repeat the directions and have them
close to the front. I will also wear an
assisted hearing devise that will allow her
to hear instructions better.
2. For a student that is an ELL, I will
provide clear expectations and repeat
directions throughout the lesson. I will
also provide the student with more
examples and work through a few of the
sorts with them.
 Classroom Strategies:
Blooms Differentiated Cooperative Groups
Hands-On
Curriculum
Taxonomy: Learning: Technology Integration
Centers
Knowledge/Remember Auditory Charts/Graphs/Maps
Reading
Comprehension/Understand Visual/Spatial Problem Solving
Application Kinesthetic Whole Group
Analysis Verbal/Linguistic
Create / Synthesis Intrapersonal
Evaluation Interpersonal

Objectives:

TSW discover different

synonyms and antonyms for different words and be able to write a sentence explaining the
difference in the two.
TSW be able to
determine if a set of words are antonyms or synonyms by sorting them on their t-chart.
_______________________________________________________________________________________

Lesson Plan:

Introduction
(Anticipatory Set/Focus/Motivation):

The teacher will explain to all the students that they will be going into stations.
The teacher will show the students the brain pop video (starting at 1:03) about synonyms and
antonyms https://www.brainpop.com/english/grammar/antonymssynonymsandhomonyms/

Information Giving

The teacher will explain to all students what they will be doing at each station.
Teacher Table
If you are at the teacher table, you will be doing an activity with me. All you need to bring is a
pencil and if you have scissors and a glue stick, you can bring that as well. I want you to remember
the brain pop you watched when you come to the teacher table.
Teacher Table 2
If you are with Ms. Vea, you will be going to the back corner and will be working on an activity with
her. You will not have to bring anything.
I-Station
Then, you have I-station, and lastly,
Independent Work
if you are at the last station (independent work), you will be completing your main idea and detail on
the story Living In Alaska that you started on Tuesday. Who can tell me how many main ideas we
need for each subtitle (1) and how many details for each main idea (3) After you have completed
that, you will finish your synonym and antonym t-chart if you have already been at the teacher table
this week. If you have not started, you will read a poem book (the teacher will show the students
 where the poem books are). The teacher will make sure she reminds students that they are
completing the main idea and detail on the story by themselves in their spiral. The teacher will
make sure all students know where to go and what to do before having them go to their stations.

Check for Understanding:

Who can tell me what you need to take with you when you go to Ms. Vea?
Who knows what you will be doing once you complete the main idea and detail on the story Living In
Alaska?
Who can tell me if you are working with a partner when completing the main idea and detail on the
story in their notebook?

Guided Practice:
(Teacher table)

The teacher will ask students what does the word synonym mean? After a student answers she will
have a different student tell the group what the word antonym means? The teacher will write
synonym= same and antonym= opposite on the desk. She will ask students what they notice about
the word synonym and same (They both start with an S). The teacher will explain to students that
that is a really good way to remember the difference between the word synonym and the word
antonym. The teacher will explain to the students that today, they will be completing a word sort T-
chart. She will tell the students that she will give each student a manila sheet of construction
paper and a set of words. The teacher will explain that the first thing students will do is write
their name on the paper and then turn their paper over and fold it in half (hamburger fold) and
label one side synonym and one side antonym. (The teacher will model this by showing her example)
The teacher will point out the four blank spots at the end of their sort and ask them what they
infer those spots are for? She will explain to students that they must complete at least 2 out of 4
of the spots. She will explain to students that their examples can be both synonyms, both
antonyms, or one of each. The teacher will then explain to students that she suggests that they do
not cut out all of the boxes out first. She will ask students why they think they should not cut
them all out first (they could get lost or they could get mixed up with others). She will then explain
to students that once they have done all the words and come up with their own, they will be writing
one sentence for synonym and one for antonym. She will provide students with the stem:
_____________ and _____________ are (Synonym/Antonym)
because______________________________. She will tell students that they will pick their
favorite synonym and antonym and write one sentence for each. (The teacher will read her
examples) The teacher will work though the first two examples with the students so they know how
to complete it. The teacher will ask students what they should do if they are not familiar with a
word? (Ask the teacher and the teacher will discuss it with the entire group)

Check for Mastery:

The teacher will ask the students a good way to remember the definition of a synonym? (Same and
synonym start with the letter S)
The teacher will ask students how many examples do they have to come up on their own? (2)
The teacher will ask the students if they think it will be okay if they do all 4 examples? (Yes)
 The teacher will ask the students how many sentences do they need for a synonym and how many
they need for an antonym? (1 each)

Independent Practice:

After the teacher has modeled and explained what students are supposed to be doing, she will have
each student work on their t-chart while observing and asking questions. The teacher might ask a
student why they put a particular set of words under the particular category and have the student
give an example of when they might put it in the opposite category. (For example: if the set of
words are happy and joyful and the student put the set under synonym, she will ask the student
what word they could replace the word joyful for to make it an antonym?) If a student does not
complete the t-chart, the teacher will provide them with a bag so they can put their pieces in.

Assessment/Evaluation:

1. The main form of assessment for the students will be their completed t-chart to see if
students understand the difference between synonym and antonyms.

Closure / Culminating
Activity:

With 5 minutes left the teacher will have students get with a partner and share the set of words
that they came up with and what the words mean.

Enrichment/Extension:

I will have students who complete the work early come up with all 4 of their words. If they
complete that, the teacher will have students write an analogy for one of their words. For
instance: happy: sad ad joyful: gloomy.

Reteach:

The teacher will pull struggling students into a small group and go over the information again, slower
and in more detail. The teacher will have students watch the brain pop video again as a refresher.
The teacher can work on a matching game where students will find a synonym or antonym for the
card that they selected.

Accommodations and/or Modifications:

For a student who is having a hard time understanding the concept, the teacher will allow them to
work with a partner and the teacher will help them find words that they are more familiar with if
they do not know some of the words.
For an English Language learner, I will work through several examples with them and provide them
with an English to Spanish dictionary.
Self-Assessment: