Audio Vis Lesson

Amy Edwards 6/30/09 Audio/Visual Lesson Plan Introduction • Using Pictures and Audio Elements to learn about Antonyms and Synonyms • Length of Lesson (45 Minutes) • VA Standards of Learning o 2.6 The student will use language structure to expand vocabulary when reading: d)Use knowledge of antonyms and synonyms. o 2.7 The student will read fiction and nonfiction, using a variety of strategies independently. c) Read stories, poems, and passages with fluency and expression. Learning Objectives Students will: • Define synonyms and antonyms • Collaborate with a partner to demonstrate knowledge of antonyms and synonyms • Produce examples of synonyms and antonyms • Demonstrate reading fluency Materials • Copies of the book, The Greatest Gymnast of All, by Stuart J. Murphy • Playground area and items for obstacle course: direction cards, long yarn, tape, tunnel (can be made out of hula-hoop or chairs), large play mats, etc. • Computers with recording and editing capabilities (preferably laptops) • Camera • Note cards for vocabulary words • Sign-up sheet for antonym picture selection • Teacher created movie example for students Teaching and Learning Sequence Anticipatory Set: • Introduce the book, The Greatest Gymnast of All, by Stuart J. Murphy. Tell students that they are going to be listening out for words in the book that are opposites, or antonyms. • Ask students to give examples of antonyms they know. • When students hear words that are antonyms in the book, they can raise their hands and act out the action. Lesson Development: • After reading the book, instruct students to get out note cards. Define the word antonym as: a word having a meaning opposite to that of another word. Tell students, “Another way to think of this is that an antonym is a word that is exactly different from another word.” Write the definition on the board. • Ask students to give more examples of words that are antonyms and record responses on the board. Instruct students to write the definition for antonym on one side of their note card and provide examples on the other side.

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Tell students, “The word antonym has its own antonym or opposite. The word synonym means a word having the same or nearly the same meaning as another word.” Write the definition on the board. • Give some examples of synonyms and then ask, “what are some synonyms for happy? For mad? For tall?” Then ask students to give examples (without providing a sample word). Record answers on board. • Instruct students to write the word synonym and its definition on one side of the note card and provide examples on the other side. • Put students into partners. They will stay with their partners as they rotate through three different stations. • Station one: Listen to a pre-recorded version of The Greatest Gymnast of All. They are to track the words with a pencil, finger, or other pointing device as they listen. • Station two: “Opposite Obstacle Course” and “Swift Synonym Short-Cut.” Students will follow the yarn and perform the opposite action of what the underlined word(s) on the direction cards say. (Walk –run-to the swings, swing backwards –forwards-10 times, go around –through-the tunnel, go down –up-the slide steps then up –down-the slide, run backwards –walk forwards-to the monkey bars, climb underneath –on top of-the monkey bars, etc.). “Swift Synonym Short-Cut:” Students will follow the yarn, read the direction cards, provide a synonym for the bolded word, and perform the action. (Climb the monkey bars using long—outstretched or tall arms-; go down the slide as fast- quickly, speedily, swiftly- as you can; dribble-bounce, kick- the ball 10 times; climb the biggest – largest, tallest, greatest- jungle gym structure and yell—scream, shout-, “I’m a synonym super boy/girl!” Lesson Closure: • Tell students that examples of antonyms and synonyms can be found all around us, and they will be searching for some to go along with the book, The Greatest Gymnast of All. • Show children examples of pictures of antonyms with words written and spoken to go along with pictures. • Instruct students to sign up for two different antonyms from the book that they will take pictures of and bring into school. They also will take pictures showing at least one set of antonyms that they come up with on their own. • On the days following, the students will take turns recording themselves reading the book, The Greatest Gymnast of All, and the pictures they take for homework will be incorporated with the recorded reading. Homework • Students will find and take pictures showing examples of 2 sets of antonyms found in the book, The Greatest Gymnast of All. They will also find and take pictures of one set of antonyms that they choose on their own. Assessment Formative: • Take note of students’ participation level during class discussion of antonyms and synonyms. • Monitor students during Opposite Obstacle Course and Swift Synonym Short-Cut to make sure they are doing the opposite action of the underlined word and supplying appropriate synonyms for bolded words.

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Make sure students are tracking the words as the listen to the story and using strategies to sound out unfamiliar words while reading. Summative: • Check pictures to ensure students provide pictures that demonstrate an understanding of antonyms. • Students will complete a synonym worksheet for homework after a follow-up lesson/review. Adaptations • Gifted students may help ‘judge’ and assist during the obstacle courses. They can assist students that are having difficulty performing the opposite action or help them produce synonyms. • Students with special needs may have difficulty with reversal of thought for the opposite obstacle course. They may be paired with a gifted student or be provided with a word bank of antonyms so that they may choose the correct one. Appended Materials • Something in Common synonym worksheet found at http:// www.education.com/ worksheet/article/something-in-common/