Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th Grade

Central Focus: Synonyms and Antonyms
Reading
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.4.5.C

Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical

Date submitted: 03/14/16

Date taught: 03/18/16

meanings (synonyms).

Daily Lesson Objective: Students will understand the definitions of a synonym and an antonym
and will be able to match synonyms and antonyms. For example: Students will match vacant
with empty and awake with asleep
21st Century Skills: Collaborating
Academic Language Demand (Language Function and
Students are working together in
Vocabulary):
groups of two; Analytical thinking Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.CCRA.L.5
students are deciding if two words
Demonstrate understanding of figurative language, word
are similar or different; Finding and relationships, and nuances in word meanings.
evaluating Information Students
are looking up unknown words in
the dictionary.
Prior Knowledge: Students will need to know definitions of basic words.

Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Today we will be learning about Synonyms and Antonyms!
Can anyone tell me what a synonym is? A synonym is two
different words that are similar in meaning. Can anyone tell
me what an antonym is? An antonym is two different words
whose meanings are opposite. Why do you think it is
important to learn about these? It is important to learn about
these because when you take the Common Core test at the
end of the year, there may be some synonyms and antonyms
and we want you to know what to do with them!
Today we are going to be playing a matching game! But firstWere going to talk about some ways you can remember
synonyms and antonyms.
Draw two people on the board; one female and one male.
Above the male, write Anthony and above the female, write
Sally. I would like to introduce you to Anthony. Anthony is a
boy and he does the opposite of everything you say. So if I say

Time

5 min

2 min
10 min

4. Guided Practice

5. Independent
Practice

Anthony is nice, Anthony is actually mean. If I say Anthony is

tall, what is Anthony? (Continue to do this until your students
understand that Anthony is the opposite of everything you
say) Now I want to introduce you to Sally! Sally is a girl and
does everything you say exactly as you say! So if I say Sally is
nice, Sally is nice. If I say Sally is short, what is Sally?
(Continue this until each of your students understands that
Sally is the same.) After the students begin to realize that
Sally is the same and Anthony is the opposite create a chart
on the board. On one side of the chart write antonyms and on
the other side write synonyms. Choose a word, such as Lost.
Ask the students if any one can come up with an antonym for
the word, reminding them of Anthony and how he is the
opposite. Then ask the students for a synonym of the word,
reminding them of Sally. Do this with 3-4 words. After students
seem to understand the difference begin explaining the
matching game.
In a moment I will have you go back to your desks. You will
be working with the student sitting next to you. If you do not
know who this will be, I will clarify as I pass out the game. I
will be passing out one set of notecards per group of two
students. The game is a matching game so you will place all
the cards face down. The first person will flip a card over and
then flip over another card. If the two cards are synonyms,
you will keep them and write down the words and the
definition on a sheet of paper. If the words are not synonyms
you will flip them back over and it will be your partners turn. If
you do not know the definition of the words or do not know if
they are synonyms you may look them up in the dictionary. If
you have to look them up, you do not get to claim the pair as
yours however, you will now know they are synonyms for your
next turn! (Demonstrate the game, send the students back
to their desks and pass out the notecards). Allow the students
to play for about 7 minutes. After the seven minutes are up
collect the cards and pass out the antonyms cards. Allow
students to play the game again using these cards for about 7
minutes.
Give each student a set of cards (either synonym or
antonym). Have the students place the cards face up and ask
them to individually match each card to its pair and write
down the pairs on a piece of paper. After each student has
matched their cards have them switch with their neighbor and
complete the same task using the other cards (either
synonym or antonym). After the students have written down

20min

10min

each word and its corresponding synonym or antonym ask

them to turn in their papers in the purple bucket.
6. Assessment
Methods of
all
objectives/skills:
7. Closure

Students will achieve mastery if they correctly match at least eight out
of the ten pairs. If a student does not match eight of the ten pairs
correctly, they will be worked with in a small group setting during the
following class.
Did you enjoy the game? What did you learn today? Can
someone tell me what a synonym is and how to remember it?
2 min
How about an antonym?
All students correctly matched at least eight of the ten pairs with several
matching ten of ten.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
For EEL students- take more time talking
about antonyms (teacher instructed they
struggle here). Create a visual image for
them rather than just writing and reading.

Student/Small Group
Modifications/Accommodations: For students who
do not show mastery of this skill I will pull them
into a small group during the following class day.
During this period, we will work on easier
antonyms and synonyms before returning to the
ones used during this lesson.
Materials/Technology: Synonym and Antonym Notecards (handmade), White board, Paper,
Pencils
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

References:
Reflection on lesson: This lesson went very well. The students along with the teacher loved the
way I taught it and how interactive it was for the students.