Grade 2: (Math) Lesson Plan
Month: August
DATE: 5th Aug
TOPIC: Verbs
Week:1
DURATION: 35 minutes
Teacher: Geetanjali
SUB TOPIC: Action verbs
LEARNING OBJECTIVE:
Students will be able to:
Identify and use action verbs.
Understand that verbs are necessary for meaning in a sentence.(3Wp10)
LESSON FLOW
Day1
Tuning in:
 Ask students to think about their favourite thing to do, and tell them not to say anything
because this is going to be a small game of charades.
 Put students into A-B partnerships and instruct Partner A to silently act out their favourite
activity while Partner B tries to guess. Then have students switch roles as Partner B acts and
Partner A figures out the favourite activity.
 Explain to students that they just acted out their favourite thing to do, which is an action.
Today’s lesson will be about how to use action verbs correctly in sentences to make writing
more descriptive.
PROCEDURE (30 mins)
 Inform students that good, descriptive sentences include action verbs so the reader is able to
create a better visual of what the subject is doing.

Explain that an action verb is a verb that expresses physical or mental action. It tells what the
subject does, whether it’s physical or mental.

Give example sentences that have action verbs and sentences that do not have action verbs.
Identify the verbs and categorize them onto a T-Chart labelled "Action Verbs" and "Non action
Verbs." Some examples include:
o
We rushed to the bus stop. (rushed = action verb)
o
I am happy to be here. (am = non action verb)
o
The frog leaped across the lawn. (leaped = action verb)
o
She waited in the doctor’s office. (waited = action verb)
o
We were on the phone for five minutes. (were = non action verb)

Point out that some verbs are classified as action verbs, such as believe, but it would be really
difficult to act that one out. It is still an action verb because it is something that the subject does.
It is a mental action.

Show students an example of a sentence frame in which the action verb is missing. Think aloud
about the context of the sentence as you choose the best action verb to fill in the blank. For
example, "The chef ____ an amazing meal at the restaurant." (Cooked is a better action verb than
made.)

Give students a piece of paper and have them create a T-Chart. They will label one side "Action
Verbs" and the other side "Non action Verbs."

Give them three minutes to brainstorm as many verbs as possible. Each verb that comes up
should be categorized into the Action Verb section or the Non action Verb section. Give students
a tip that if they could act out the verb, it probably goes into the Action Verb section of the
Grade 2: (Math) Lesson Plan
chart. If the verb seems like it could not be acted out, then it is not an action verb and would go
into the Non-action Verb section.

Go over the charts as a class, focusing on the Action Verb side of the chart. Confirm that these
are, in fact, action verbs.

Display the anchor chart labelled with “Action Verbs” in the middle and explains to students
that they are going to help create a class resource. Give each student a sticky note to write their
favourite action verb and then place it on the anchor chart labelled “Action Verbs.”

Challenge students to use their favourite action verb in a sentence on a whiteboard. Instruct
them to circle the action verb in the sentence. Do a quick check of the sentences to make sure all
students are using action verbs.

Ask students to share ideas of action verbs that would be difficult to act out, like believe. Allow
for a short discussion of these verbs.

Have students return to their original A-B partnerships from the beginning of the lesson.
Instruct them to do a dramatic representation for a new action verb that came up in today’s
lesson. Remind them that they should not talk while they act it out. Independent working time

Distribute a copy of the Using Action Verbs worksheet to each student.
Differentiation
BA:

Give a word bank with visuals for solving the worksheet.

Provide sentence frames for struggling students in the guided practice, such as “The
bus ____ down the street.” or “I ____ my name on my paper.”

Allow students to take personal notes about action verbs by using a graphic organizer.

Include visuals with the action verbs modelled while teacher explaining, i.e. the ‘I’ section of the
lesson.

Review the grammar concept of verbs in a pre-lesson for struggling students. Go over the
definition, give examples, and guide students to find them in sentences before creating their
own.
A AV: Challenge advanced students to write a story including only action verbs in it. Have these
students read each other’s work and identify all the action verbs used. For extra practice, have the
students rewrite their partner’s story with synonyms for the action verbs.
CLOSURE (5 MINS)


Remind students that action verbs are verbs that show how the subject does something,
whether it is a physical or mental action.
Go over a few of the Exit Ticket responses to review examples of action verbs.
MI: Intrapersonal, Kinaesthetic
Assessment: Utilize the worksheet as a formative assessment of students’ mastery of identifying and
using action verbs.
Observe learners as they categorize verbs in groups and perform a dramatic representation of an
action verb with a partner.
Give each student an index card on which to complete the Exit Ticket. Display the following sentence:
Grade 2: (Math) Lesson Plan
"I ____ at recess each day." Have students fill in the blank by writing an action verb on the index card.
HOME ASSIGNMENT
Observe the actions of their family members and make 4-5 sentences.
RESOURCES
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Set of the ‘Using Action Verbs’ worksheet
Chart Paper with the words “Action Verbs” written in the centre
Sticky notes (one per student)
Index cards (one per student)
Month: August
DATE: 6th Aug
TOPIC: Amazing Grace
Week:1
DURATION: 70 minutes
(2 Periods)
Teacher: Geetanjali
SUB TOPIC: Synonyms
LEARNING OBJECTIVE:
Students will be able to:
Use context clues to determine the meaning of unfamiliar words.
Define words with synonyms using graphic organize
LESSON FLOW

Tuning in:
 Start the class by playing a song about Synonyms
Facilitate a Think-Pair-Share about the question: "What are the different ways you can move
across a room?"

Point out instances where students suggest the same mode of moving across a room with
different words (e.g., marching, stomping). Engage the class in a discussion about whether they think
those words mean the same thing or if there are differences in them.

Tell the class that today's lesson will be about synonyms, which are words that mean the same
or almost the same thing.
Day 2
1st period
PROCEDURE (30 mins)
 Introduce the vocabulary words by displaying only the word on each of the Vocabulary Cards
Ask students to rate their word knowledge by doing the following:

o
Thumbs up: I know the word and can explain what it means.
o
Thumbs sideways: I have heard the word, but I can't explain what it means.
o
Thumbs down: I do not know this word at all.
Pass out a set of Vocabulary Cards to each student, and go through each card by reading aloud
the definitions.
Grade 2: (Math) Lesson Plan

Give each student a copy of the Glossary, and have them label the last column as Synonyms.

Guide the class in completing the Synonym column by modelling how to find a synonym for
the word definition in a thesaurus.

Put students into partnerships and have them work together to complete the rest of the
Synonym column on the Glossary.

Share out and record the best synonyms on the teacher copy of the Glossary to keep
displayed as a reference throughout the lesson.

Put students into partnerships, and give each student a copy of the Graphic Organizer
Template: Frayer Model: Synonyms and Antonyms worksheet. Give each partnership an
index card with a word on it.

Explain to students that synonyms can help us better learn the meaning of words. Synonyms
help us make connections between words, which increases our vocabulary.

Tell them that they will become word experts today by focusing on a single word for this
activity.

Utilize the Vocabulary Cards to help explain the sections of the graphic organizer, and direct
students to cross out the Antonyms section. Model completing the graphic organizer for one
of the tiered vocabulary words.

Instruct partnerships to complete the Graphic Organizer Template: Frayer Model:
Synonyms & Antonyms worksheet together for the word on their index card.

Have students present the information from their graphic organizers. Provide sentence
stems, such as:
o
The word means ____.
o
My sentence is ____.
o
A synonym is ____.
o
My picture shows ____.
2nd period:

Instruct students to take out a blank sheet of paper to use as they participate in a Carousel
activity. Point out the short passages (without the multiple choice options) from the Context
Clues Check-In worksheet that have been placed around the room. Tell them that they will go
around to each of the passages and read it together in a group, discussing what they think a
synonym would be for the underlined word. If they are unable to come up with a synonym, a
short phrase is fine. They will write down their answers on their blank sheet of paper.

Put students into small groups and assign them a passage to begin with. Give groups time at
each station to read and discuss a synonym for the word before having them rotate. Have
students rotate to two to three stations in the interest of time.

Invite students back to their seats to discuss the word meanings and synonyms that groups
came up with in their discussions.
CLOSURE (5 MINS)
 Call on a volunteers to share the synonyms for the underlined words on the Substitute with
Synonyms worksheet.

Remind students that synonyms are a helpful way to build our vocabulary and help us learn the
meanings of new words when we are reading.
Grade 2: (Math) Lesson Plan
MI: Intrapersonal, Kinaesthetic
Assessment: Activity in the second period
HOME ASSIGNMENT
RESOURCES
Month: August
DATE: 7th Aug
Week:1
DURATION: 70 minutes
Two periods
TOPIC: Synonyms and antonyms
Teacher: Geetanjali
SUB TOPIC: Antonyms
I have only one English class on 7th but as I want a continuous class I will use Math class and exchange
it with English the next day
Students will be able to:
Generate a definition for the term antonym.
Identify pairs of antonyms.
LESSON FLOW
Day 3
Tuning in:




Begin the lesson by showing your students Antonyms are Opposites.
https://www.youtube.com/watch?v=F5XJuH57tf0
Watch the video twice to solidify the concept.
Encourage the students to sing along as the song progresses.
Explain that antonyms are opposites.
PROCEDURE (30 mins)





Ask students questions about the video. For example: What are antonyms? Give examples of
antonyms that you saw or heard in the video. What is another word for antonym?
Give students additional practice in naming pairs of antonyms by having them complete
sentences. For example: If a door isn’t open, then it is ____.
Have class create sentences using antonyms to compare themselves.
Write these sentences on the board, and have your students read the sentences and identify the
antonyms. For example: Jimmy is tall, but Ben is short.
Instruct students to play scavenger hunt for antonyms word cards that you hid around the
Grade 2: (Math) Lesson Plan






room.
After the students find the cards, have them put the cards on the whiteboard with the matching
antonyms.
Direct students to look at the board and confirm whether there are correct pairs of antonyms
on the whiteboard. If there are any incorrect pairs, ask your students to correct them.
In groups, give students pictures to sort.
Direct them to create an antonym picture book.
Instruct your students to write a word beside each picture to indicate that they are opposite.
Walk around and provide scaffolding where necessary.
Assessment
 Observe students as they perform the task.
 Walk around the room, and give students feedback on the antonym matches they made.
CLOSURE (5 MINS)
 Review the definition of antonym.
 Ask students to each give an example of an antonym pair. Make sure that each student gives a
different example.
HOME ASSIGNMENT
RESOURCES:
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Computer
Pictures (cut out at least 5 antonym pairs per student)
Word cards (cut out at least 15 antonym pairs and hide around the room)
Antonym Crossword Puzzle worksheet
Plain paper
Tape
Month: August
DATE: 8th and 9th Aug
TOPIC: Amazing grace
Week:1
DURATION: 70 minutes
two periods
SUB TOPIC: Synonyms and antonyms
LEARNING OBJECTIVE:
Students will be able to:
Recognize and use words similar and opposite in meaning
LESSON FLOW
Day 4
Tuning in:
Teacher: Geetanjali
Grade 2: (Math) Lesson Plan
Ask the students randomly to tell anything about the following:
Big in the class / anything small in the class.
Clean in the class / anything dirty in the class.
Dull / black / white / colourful in the class.
New in the class / anything old in the class.
After this activity, tell the students that they will learn some similar and opposite words.
PROCEDURE (30 mins)
Write the following words on the board.
Old, long, difficult, big, hard, tall, heavy, new, small, beautiful, cold, and short.
Ask the students to work in groups and tell the words and their opposite from the given list of words.
Once the students have done with the opposite, discuss similar meanings of the words with them. Let
the students guess.
Help when required.
Ask the students to note down the similar and opposite meaning words in their notebooks side by side.
9th Aug: Day5
Tuning in:
Revise the definitions of synonym and antonym
Activity 2
Write the following activity on the board.
Find the word next to it that is the synonym.
1.
Bad; awful, silly ________________________________
2.
Pretty; beautiful, ugly _______________________________
3.
Thin; fat, lean
____________________________________
4.
Big; large, small
_______________________________________
5.
Talk; speak, silent
__________________________________
Grade 2: (Math) Lesson Plan
6.
Wet; dry, soaked
____________________________________
7.
Quick; slow, fast
____________________________________
8.
Glad; happy, sad
_____________________________________
Draw three columns on the writing board and ask the students to draw the same in their notebooks
e. g.
Words
big
Similar meaning
words
large
Opposite meaning
words
small
Ask the students to guess the meanings of difficult words in pairs.
Ask them randomly about the meanings of the difficult words.
Ask them to write similar meaning words and opposite meaning words in respective columns.
Tell them to note the words and meanings side by side on their notebooks.
Once they understand all the meanings, ask them to put them in the columns accordingly.
Take rounds to monitor and help the students, where required.
Assessment
Assess students’ performance through activity 1 and 2.
Take a round and ask students about their scores.
Involve the students in solving problems given in exercise at the end chapter.
CLOSURE (5 MINS)
Conclude the lesson by asking the students:
What are synonyms? Given example:
What are antonyms? Given example:
HOME ASSIGNMENT
Worksheet
Grade 2: (Math) Lesson Plan
RESOURCES: