ALEX Lesson Plan

     

"Antonym Bingo"

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  This lesson provided by:  
Author:Amanda Harkins
System: Cherokee County
School: Centre Elementary School
  General Lesson Information  
Lesson Plan ID: 9729

Title:

"Antonym Bingo"

Overview/Annotation:

The students will demonstrate knowledge of antonyms after an introduction done by the teacher. After the introduction, the students will play "antonym bingo" to reinforce the skill.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Vocabulary Acquisition and Use
Evidence of Student Attainment:
Students employ a variety of strategies in writing or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content by choosing strategies including:
  • using sentence-level context as a clue to the meaning of a word or phrase
  • determining the meaning of new words when known prefixes are added to known words
  • using known root words as clues to the meaning of unknown words with the same roots
  • predicting the meaning of compound words by using knowledge of the meaning of individual words
  • using glossaries and beginning dictionaries (print and digital) to determine or clarify the meaning of words and phrases
Teacher Vocabulary:
  • grade 2 reading and content
  • array of strategies
  • known prefix
  • known root word
Knowledge:
Students know:
  • other words in the sentence provide clues to the meaning of unknown words and phrases
  • adding a prefix to a known word changes its meaning
  • root words can be clues to the meanings of unknown words
  • word parts in compound words help determine meaning
  • glossaries and dictionaries provide information about words
  • glossaries and dictionaries are in print and digital formats
  • vocabulary: context, clue, sentence, prefix, root word, compound words, glossary, dictionary, print, digital
Skills:
Students are able to:
  • determine or clarify meaning of unknown words or phrases by drawing upon sentence-level context clues
  • determine the meaning of a word when a known prefix is added to a known word
  • identify root words and use them as clues to unknown words with the same roots
  • predict the meaning of compound words by drawing upon the meaning of the individual words
  • use glossaries and beginning dictionaries in print and digital formats to ascertain the meaning of words and phrases
Understanding:
Students understand that the meaning of a word often varies with the specific context, spelling, roots, and affixes and can be verified by using a glossary or dictionary.
Curriculum Guide:

a. Objectives:
ELA 2.38a.1: Identify unknown words in sentences or phrases.
ELA 2.38a.2: Fluently read and comprehend complex sentences.
ELA 2.38a.3: Read and comprehend a complex sentence with the use of a picture.
ELA 2.38a.4: Read and understand below and on-grade level vocabulary words.
b. Objectives:
ELA 2.38b.1: Use pictures to demonstrate the meaning of words formed when a known prefix is added to another known word.
ELA 2.38b.2: State definitions of common prefixes.
c. Objectives:
ELA 2.38c.1: Use pictures to compare words with the same root word.
ELA 2.38c.2: Locate the root word in unknown words.
d. Objectives:
ELA 2.38d.1: Use pictures to infer meaning of compound words.
ELA 2.38d.2: Use pictures to form compound words.
e. Objectives:
ELA 2.38e.1: Use reference materials to locate information.
ELA 2.38e.2: Apply alphabetical order.
English Language Arts
ELA2015 (2015)
Grade: 2
40 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). [L.2.6]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Vocabulary Acquisition and Use
Evidence of Student Attainment:
Students speak, write, and read words and phrases (including frequently occurring adjectives and adverbs) acquired through:
  • conversations
  • reading
  • being read to
  • responding to texts
Teacher Vocabulary:
  • words
  • phrases
  • acquired through
  • using adjectives and adverbs to describe
Knowledge:
Students know:
  • techniques for collecting new words learned through a variety of channels (i.e. vocabulary notebooks, word walls)
  • common adjectives
  • common adverbs
  • how and when to use adjectives to describe
  • how and when to use adverbs to describe
Skills:
Students are able to:
  • learn new words and phrases in a variety of ways (conversation, reading, being read to, responding to text)
  • use words and phrases learned in one context in a different context
  • appropriately use adjectives to describe
  • appropriately use adverbs to describe
Understanding:
Students understand that an extensive vocabulary is built through reading, study, and conversation.
Curriculum Guide:
Objectives:
ELA 2.40.1: With prompting and support, write sentences using correct adjectives and adverbs.
ELA 2.40.2: Choose correct adjective and adverb given choices.
ELA 2.40.3: Engage in conversation accurately utilizing adjectives and adverbs.
ELA 2.40.4: Connect new vocabulary with prior educational experiences.
ELA 2.40.5: Use new and challenging vocabulary words correctly within the context of play or other classroom experiences.
ELA 2.40.6: Spontaneously name pictures, objects or actions.

Local/National Standards:

 

Primary Learning Objective(s):

The students will learn and identify antonyms of given words. The students will apply what they have learned about antonyms by playing "Antonym Bingo."

Additional Learning Objective(s):

The students will individually review antonyms with a peer tutor.

 Preparation Information 

Total Duration:

Time Not Specified

Materials and Resources:

Bingo chips Teacher-made antonym bingo cards Teacher-made index cards Student pencils

Technology Resources Needed:

None, however; the bingo words can be displayed by using an overhead projector or a scan converter.

Background/Preparation:

The teacher needs to create the index cards and a bingo card for each student before the lesson. The teacher will also need to remind students of bingo rules before the game is to be played. This lesson is also assuming that the previous lesson taught was on synonyms.

  Procedures/Activities: 
1.)The teacher will review the past lesson on synonyms. The teacher will prompt the students to name several synonyms to be written on the board. The students will be reminded that the word synonym means the same.

2.)The teacher will then lead a discussion on antonyms by telling the students that antonym means the opposite.

3.)The teacher will ask the students to think of words that means the opposite of the words written on the board.

4.)After writing the responses on the board, the teacher will discuss several examples of basic antonyms, such as happy and mad; shy and friendly.

5.)The teacher will randomly pass out index cards with a word written on the back. The students will then be asked to write an antonym of the word on the front of the card and share his or her card with the class.

6.)After each student has had a turn to share, the teacher will pass out bingo cards and chips.

7.)At this time, the teacher will begin the game by saying a word and then writing it on the board. The student will then have the opportunity to find the antonym of the given word on his or her bingo card. The first student with a complete and correct vertical, horizontal, or diagonal line is the winner.

  Assessment  

Assessment Strategies

The teacher will observe the students for understanding and participation throughout the lesson. The "Antonym Bingo" game will also be used to check for understanding.

Acceleration:

The students could be asked to name more than one antonym for a word and use the words in a sentence.

Intervention:

Students in need of remediation will be grouped with a peer tutor to review antonyms and reinforce antonyms.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.