The student will be able to identify sets of antonym’s from a children’s book. The student will be able to correctly use an antonym. The student will be able to demonstrate their knowledge of antonyms by correctly giving a contrasting/opposite term when they are given a word. • Review synonyms, that were covered in an earlier lesson • Present book to students – Stop and Go, Yes and No: What is an Antonym? (Teacher should have this on document Camera). - Brian Cleary • Examine Title – point out antonyms of stop/go and yes/no. • Read the book “popcorn style, “ teacher calling on Students. (still using document camera for students to follow along). • Ask students during the reading to pick out pairs of antonym’s on the page. • Teacher will present one side of the flashcard in anticipation that students will be able to given an antonym for the word presented – an antonym will be on the back-side of the flashcard presented. • Flashcards will be used for guided practice activity. • Use “Ant Answer Cards” to identify antonyms. • Have group of items in the front of the room – ask for student volunteer – give them term from Flashcard – and have them pick an object that represents an antonym for their term. Other Students should be filling out “Ant Answer Cards. • -Terms to Use – • Sad • Smooth • Hot • Dry • Heavy • Full • Poor • Hard Students look at the given word – then go to the items provided an object that is an antonym for their word! • Each student is given an ant head and ant tail – they then take turns pulling ant bodies from a bucket that already display a term. • Students then glue the ant together, placing it on a worksheet, and fill in the tail with an antonym for the word provided in the body to create an “Antonym Ant!” • Once students glue their ants on their worksheet, they will write a sentence using the word they were given and their antonym – circling the antonyms in each sentence. • Once sentences are written, they will raise their hands for teacher to look at, if correct, they will be given crayons to begin drawing a picture to represent their sentences. • Once all students have completed their sentences (not necessarily their drawing) they will share their “antonym ants” with the members of their group, in which they are seated. • Teacher will circulate the room to check for understanding – and to see if anyone can think of another antonym for the given term. • Since students will finish at different times – they can use any additional time they may have to continue to draw their pictures, decorate their worksheet, or draw antenna’s, feet, etc. on their ants! • The completed worksheet should be turned into the teacher to check for comprehension.