Title – Vocabulary Lesson

By – Carolyn Currins

Primary Subject – Social Studies

Secondary Subjects – Language Arts

Grade Level – 5th Grade

Learning Standards:

IL 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations

Learning Objective:

To help students further understand the meaning of vocabulary words through use of antonyms in sentences.

Materials:

• Dry Erase Board & Markers
  
• Construction paper
  
• 6 sentences using the antonyms of 6 vocabulary words
  
• Four groups of 6 words written on paper

Procedures:

• TTW (the teacher will) introduce the lesson by writing the students’ recent vocabulary words from Social Studies on the board — amnesty, discrimination, prejudice, epidemic, perseverance, refugee.
  
• TTW ask the students to give a short verbal definition of each of these words using what they have already learned about them.
  
• TLW (the learner will) recall the definitions of the words and reiterate their meanings in their own words.
  
• TTW ask the students if they know what an antonym is.
  
• TLW reply saying that an antonym is the opposite of what a word means.
  
• TTW tell the students they will be reading six sentences and each sentence will have the antonym of one of their vocabulary words in it and underlined.
  
• TTW show the students the first sentence on construction paper — The AIDS
  
  immunization
  
  is causing grave problems throughout the world.
  
• TTW tell the students that the underlined word is an antonym of one of the six words. TTW ask the students which word they think would fit better in the sentence to make it correct.
  
• TLW respond with ‘epidemic’.
  
• TTW organize the students into four groups. Each group will receive a set of 6 cards — each card has one of the 6 vocabulary words on it.
  
• TTW put the sentences up on the board and ask the students to determine which word will make each sentence correct by figuring out which word is the opposite of the underlined word.
  
• TTW give the students time to complete this in groups and will monitor their progress.
  
• TTW ask the students to return to their seats to go over the answers and have students read their versions.
  
• TTW ask students which word goes in each sentence.
  
• TTW remind students that they understand the definitions of their vocabulary words better now that they also know their opposite.

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Carolyn Currins

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