877-542-5504 877-542-5504

Want to Help Fellow Teachers?

Please help us grow this free resource by submitting your favorite lesson plans.

Lesson Plan #: AELP-RDG0032
Submitted by: Jennifer N. Lombardi
Email: lukaluk@aol.com
School/University/Affiliation: Concordia University, River Forest, IL
Endorsed by: Dr. Lora Knutson
             Concordia University, River Forest, IL Date: June 28, 1999

Grade Level(s): 2


  • Language Arts/Reading

Duration: given over 2 days, approximately 30 minutes each lesson Description: This is a work knowledge, opposites lesson using the trade book Alexander and the Terrible, Horrible, No Good, Very Bad Day. 2nd graders will have the opportunity, through 2 activities, to be detectives and search in their copy of the book for the opposites of words given by the instructor. They will also play a baseball game with two teams having the opportunity to score runs based on correct answers to opposite cards shown by the instructor.

Goals: When given a selected word, students will be able to know and understand its opposite.

Objectives: When given a list of words, teams of 3-4 will be able to locate its opposite in their copy of the story. In two teams, students will play opposite baseball enabling them to respond to opposites learned.


  • Viorst, Judith (1987). Alexander and the Terrible, Horrible, No Good, Very Bad Day; New York: Macmillan Publishing Company. ISBN: 0689711735
  • List of words used for locating opposites
  • Journal
  • Word card: index or construction paper
  • Score card

Procedure: Day 1:

Read and Discuss Alexander and the Terrible, Horrible, No Good, Very Bad Day . Ask children what they believe an opposite is and if they think there are any in the story. Demonstrate the meaning of opposite. Ask students if they can locate the opposite in the title. Ask if they know of any opposites they can share with the class. In groups of 3-4, give them a prepared list of words and ask them to work in their teams and be detectives to locate in the book the opposites of every word on the list. Students will record answers in their journals. Group discussion will follow asking students to share answers. For homework, list as many opposites you can think of.

Day 2:

Students will share homework with class and hang up work in bulletin board. Explain that we will now play opposite baseball. The class will separate into two teams and stand along opposite sides of the room. Talk about why this is opposite. The teacher will flash a word card to the person on each team up to bat. Students make up a name for their team. If that person knows the opposite, he or she goes to first base. If not, it’s an out. Players advance one base for each correct response and earn an out for each incorrect one. When 3 outs are earned, the other team is up to bat, and so on. The # of innings played is determined prior to start. Teacher keeps score. For closure, students will attempt to stump the teacher to see if their teacher knows the opposite to a word they think of themselves.

Assessment: Observation of children while participating in the two above activities over the two day period.