Synonym, Antonym, or Homophone?
Name: Sarah Jones | Date: November 30, 2010 | ||
Non-linear PPT Title: Synonym, Antonym, or Homophone? | Grade/Level: 2nd Grade | ||
TN State Learning Accomplishments: http://www.state.tn.us/education/curriculum.shtml Students should be able to identify synonyms, antonyms, and homophones. 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. • Understand and spell basic words that sound the same but are spelled differently and have different meanings (homophones, e.g., hair, hare; to, too, two). 0201.1.9 Show evidence of expanding language through vocabulary growth. • Recognize and identify compound words, synonyms, and antonyms. | |||
NETS-T Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
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Essential Question: What is the desired/expected outcome for the students after using this non-linear PowerPoint presentation? Students should be able to identify the differences between synonyms, homonyms, and antonyms. | |||
Description of the ‘relative advantage’ of any and all technology being used in this instructional activity: Describe how technology is more helpful than time consuming in completing this instructional activity; why use technology in this activity at all? This non-linear PowerPoint enables students to have an interactive learning experience. This activity makes the activity fun, and enables students to redo the activity multiple times if needed. | |||
