WWU-INSTRUCTIONAL PLAN
Teacher: Ms. Christenson Grade: 4th/5th Cohort: 22 Date: March 10, 2011
Lesson Title: Recognizing and using synonyms Lesson Time: 30 min
# Students: 25 Instructional Model: Concept Teaching Instructional Level: I-D-M
Curriculum Context/ Long Term Goals:
In 4th and 5th grade, students read for pleasure, choosing books based on personal preference,
topic, genre, theme, or author. They are also writing poems and creative short stories about
personal aspects of their lives. Recognizing and using synonyms will help students to improve
and enhance their reading comprehension and writing skills, as well as build their vocabulary. A
follow up lesson on antonyms can be given.
EALRs/GLEs:
EALR 4: The student sets goals and evaluates progress to improve reading.
GLE 4.1.1: Apply strategies to monitor reading progress.
GLE 4.1.2: Understand how to set reading goals.
Short Term Learning Targets/Objective(s) for This Lesson:
Given the definition of a synonym and some examples; a worksheet listing 10 sentences
containing a highlighted word, students will provide a synonym in the space provided for each
highlighted word with at least 70% accuracy, or 7 out of 10.
Assessment Plan:
Pre-Assessment:
Students have been reading books on topics of their choosing, as well as writing poems and
creative short stories. As they advance to higher reading levels, new vocabulary will be
introduced. Understanding the use of synonyms will help students to improve and enhance their
reading and writing, as well as build their vocabulary skills.
Formative Assessment:
During the activation of background knowledge, the teacher will ask students if they know
what a synonym is and if they can share some examples. There will be 10 words listed on the
board. Teacher will say a word out loud to the class, and ask students to guess which word on
the board is a synonym for the word he/she just read. Repeat activity for all ten words.
Summative Assessment: (How does this indicate successful mastery of learning targets?):
Students will complete a worksheet in which they must provide a synonym for every
highlighted word in at least 7 of the 10 example sentences.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Time:
5 min Opening
INSTRUCTIONAL SEQUENCE
Set/Hook:
Prior to lesson, teacher will write 10 words and the definition of a synonym on the
board, making sure to conceal the definition temporarily with a piece of paper.
Teacher will read aloud a sample sentence to the class three separate times, each
time inserting a new synonym for one of the words in the sentence. Ask students to
tell you what they noticed was different about the three sentences. Before telling
students the definition of a synonym, say “We’re going to play a little guessing game.”
Teacher will say a word out loud to the class, and ask students to guess which word
on the board is the most similar to the one he/she just read. Repeat the activity with
all 10 words, calling on a different student each time to answer.
Activating Prior Knowledge:
The teacher will ask students to share examples of common synonyms they know (i.e.
big vs. large, fast vs. quick), and why they can be a useful tool for reading and
writing.
Communicating Learning Targets: (Explicit statement of what is being
taught and why it is important)
Students are learning the definition of a synonym and how using them can benefit
their reading comprehension and writing skills. Synonyms will also help increase their
vocabulary and help them to become better readers and writers.
Instructional Materials, Resources, and Technology:
White board, markers
List of example words, synonyms (to share with class during instruction)
10 preselected words (plus list of their synonyms for teacher)
Sample sentence for opening hook (with selected words to swap out)
Synonym worksheet (25)
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning
Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)
20 min
Teacher Tasks
Prior to lesson, write 10
preselected words on the
whiteboard. Above list of
words, write the definition
of a synonym, concealing it
temporarily with a piece of
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Student Tasks
Management,
Modifications,
Differentiated
Instruction
paper. Have synonym
worksheets readily available
for distribution.
Teacher will signal for
attention by counting “1,
2,3…eyes on me,” making
sure all students are ready
for instruction. If cueing
for attention occurred in a
timely manner, teacher will
put a marble in the jar to
reward good classroom
behavior. If not already
done, teacher will ask
students to clear their
desks of everything but a
sharpened pencil.
I DO……
When entire class is ready,
the teacher will read aloud a
sample sentence three
separate times, each time
inserting a new synonym for
one of the words in the
sentence. After reading, ask
students what they noticed
was different about the
three sentences. Take a
moment to call on a few
students to share their
answers.
Students will sit quietly at
their desks and listen to
directions from the teacher.
Students will raise hands
quietly, and not speak out of
turn.
If it appears they need a
little scaffolding, prompt
students to think if the
words they heard were
similar or different from
the original word (can read
aloud first sentence again if
necessary).
WE DO……
Before telling students the
definition of a synonym,
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
teacher will say “We’re
going to play a little
guessing game. I am going to
say a word out loud, and
then call on someone to
guess which word on the
board is a synonym for that
word. Please respect your
peers and don’t yell out the
answer unless you are called
on.” Repeat the activity with
all 10 words, calling on a
different student each time
to answer.
After activity, teacher will
ask students if they feel
like they know the definition
of a synonym. If so, call on a
few students to share
answers. Teacher will then
unveil the definition on the
board, explaining how
synonyms are different
words with almost identical
or similar meanings. Teacher
will provide some further
examples of synonyms to
the class, if needed: fast vs.
quick, sick vs. ill, buy vs.
purchase, soft vs. smooth,
happy vs. jolly, car vs.
vehicle.
YOU DO……
Once teacher has provided
the definition and a few
more examples of synonyms,
tell students they will now
have a chance to write their
own synonyms for words on
the worksheet that will be
distributed.
Students will raise hands
quietly, and not speak out of
turn.
Students will raise hands
quietly, and not speak out of
turn.
Students will listen quietly to
instructions.
Students will listen quietly to
instructions.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Before handing out
worksheets, say “Please
don’t start filling out the
worksheet until I say it’s
time. This is an independent
activity so please no
talking.” (If students appear
to be struggling on their
own with the assignment,
teacher can pair each one up
with a neighbor to facilitate
cooperative learning.)
Students will listen quietly to
instructions.
Hand out worksheets.
Teacher briefly explains the
worksheet activity to
students: “Read each
sentence, and write a
synonym for the highlighted
word in the space provided.
I will be walking around to
check everyone’s progress
and answer any questions.
You have 10 min to complete
the worksheet. If you finish
early, I challenge you to
think of more synonyms to
replace the highlighted
words. Otherwise, turn your
paper over and quietly get
out a book from your desk
and read. Please don’t
disturb your neighbors who
might still be working. You
may begin now.”
Students sit quietly at desk,
completing worksheet; raising
hand for assistance when
needed.
Students that finish early sit
quietly and read a book, not
disturbing their peers.
Teacher will walk around,
assisting students and
answering any questions.
Give 2 minute warning.
At 10 minutes, teacher will
signal for attention by
counting “1,2,3…eyes on
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me.”
“Now that we have finished
our lesson on synonyms, I’d
like to hear what you
learned.” (see closure
questions)
5 min
Closure
Make sure all students turn in their worksheets, with name and date legible at top.
Teacher will ask the following questions after the lesson, calling on a different
student each time.
 What is the definition of a synonym?
 Can someone give me an example of two words that are synonyms?
 Who would like to share one of the synonyms they wrote on their
worksheet?
Management/Logistical Issues (state specific behavioral expectations):
Students will be expected to follow the general classroom rules. They will raise hands quietly if
they have questions, be respectful when others are sharing, transition quickly and quietly
between activities, and most importantly show respect for all peers in the classroom.
Accommodations/Modifications [list individuals on learning plans (IEP, 504, Behavior Plans,
etc.) and specify learning tasks that match those plans as it relates to your learning
targets]:
For students that need extra help with vocabulary, teacher will allow them to pair with a peer
that possesses the skills necessary to help them understand and complete the worksheet.
Differentiated Instruction [How did you differentiate instruction in your lesson (be
specific)? Explain in what way(s) it was differentiated (content, process, product).]:
Family Interactions:
Students will be given a short story worksheet with various words highlighted. Students are
encouraged to read the story aloud to a parent, and attempt to write a synonym for each
highlighted word. Students should think of as many synonyms as they can, have a parent sign it,
and bring the story to class the following day.
Self-Reflection of Teaching:
Thinking About This Lesson:
This lesson was a success! All students were very engaged in the subject of synonyms, and
were excited to share examples they discovered with the rest of the class. When first writing
the lesson plan, I wasn’t sure how well the students would grasp the concept of synonyms,
seeing as it was a new subject that their teacher had yet to introduce. I was pleasantly
surprised that not only did every student comprehend the lesson, but a few students
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
understood the definition of a synonym before I even began the lesson (when I was activating
background knowledge). I quickly modified the lesson to be suitable for more advanced
students, and made sure to add a challenge for each student to think of as many synonyms as
they could for each example on the worksheet. The students finished their worksheets quickly,
so we went over it as a class and shared synonym examples for each sentence. When students
gave examples that were not synonyms, I praised them for their creative thinking, and said
“there’s an “even better” synonym I was thinking of, can anyone else think of it?” This helped
each student feel that they contributed to the overall lesson, without getting down on
themselves for not writing the exact synonym that their peers did. I also wanted to encourage
deeper thinking, but not completely discourage a student’s initial effort (praise them for the
attempt, for sure!).
Thinking Ahead:
I wasn’t as nervous as I had expected when I first started teaching the lesson. Seeing as this
was my first whole class instruction, I felt I did quite well. I was confortable standing in front
of the class, and found it easy to discipline for any disruptive behavior without altering the
flow of my instruction. I also tried to think on my feet to adjust my lesson once it was
apparent that students were at a higher level of understanding of synonyms than I had
previously thought. I am confident I will be a good teacher.
As a teacher, I will try even harder to differentiate my instruction so that it is engaging and
instructional for all students.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10