Purpose: The purpose of this lesson is to teach the concept of opposites using very simple synonyms and antonyms. The language “same” and “different” is used throughout this lesson because these words are easier to conceptualize in a concrete manner than the word “opposites”. This lesson could be used with individuals with a broad range of capabilities, such as nonverbal learners, very young children, or learners with visual and concrete learning styles.
Functional use: Developing an understanding of the concept of same vs. different is very functional for an individual. Once learners have developed this skill, they could request something different or indicate that they want more of something or have a common interest. This is a skill that would increase functional communication abilities and therefore increase the quality of life for the individual.
Prerequisite skills: A learner must have competent receptive language abilities in order to be successful in this lesson. They must also possess the ability to identify attributes of objects receptively or expressively.
Materials:
Boardmaker symbols. If you do not have boardmaker software, you can download it at:
This lesson was designed using 16 boardmaker symbols, but it could be simplified/ expanded as necessary. The following symbols were used in this lesson:
- same
- different
- happy
- sad
- boy
- girl
- fast (1)
- fast (2) (label: quick)
- stand (1) (label: calm)
- stand (2) (label: still)
- baby (1)
- baby (2) (label: infant)
- push
- pull
- stop
- go
Implementation
1. Cut boardmaker symbols into individual cards.
2. Divide cards into two piles, ensuring that each card is in the opposite pile from its corresponding “match” (i.e., synonym or antonym).
3. Spread cards out in two columns right in front of the learner.
4. Point to each card and name the object on it, have the learner point and/ or say/ sign the names with you if she/he is capable.
5. Model matching two synonyms by physically brining them together. Point to each card and verbally label it. Then point to the “same” card and state that the objects are the same.
7. Model matching two antonyms in the same manner.
8. Put 2 cards that are synonyms in front of the learner. Name the objects again and then ask if they are the same or different, pointing to the same and different cards as you say it.
9. Repeat the process for two “different” cards.
10. If the learner needs support, model a few more times. Use prompts such as pointing, asking to re-state the objects, or putting the correct choice closer to the learner before telling them the answer.
11. Praise the learner for getting the right answer!
Sample cards:
More advanced skills
If the learner has mastered the previous tasks, try these more advanced lessons:
1. Put 4 cards in front of the learner, 2 that are the same and 2 that are different. Ask the learner to find the “same” pair.
2. Put all cards in front of the learner in two columns, with corresponding “matches” on opposite sides. Ask the learner to find the matches, and then indicate if they are the same or different.
3. Memory style: put all cards face down. Take turns with the learner flipping over two at a time. If someone finds a match, they must indicate whether the cards are the same or different. Great to play with a peer!
Thoughts/ more suggestions? I would love to hear them, please feel free to comment!
