2.  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.

3. 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.

4. 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.

5. 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

6. Students look at the given word – then go to the items provided an object that is an antonym for their word!

7. 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!”

8. 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.

9. 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.

10. 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.