LESSON PLAN NUMBER _4__
Teacher Education Candidate
Supervising Teacher
UWG Supervisor
_________________________
____________________________
________________________
School ______________________________
Block No. ______
Date of Implemented Lesson Plan __________________________
Subject: __________________________________________
Grade Level: _____________
Teaching Skills Focus for This Lesson:
Stage 1 The Desired Results
Standards
Specific Learning Objective(s)
ELA2R3 The student acquires and uses grade-level words to
communicate
effectively. The student
c. Recognizes and applies the appropriate usage of homophones,
homographs, antonyms,
and synonyms
The students will review the meaning of synonyms and be able to
recognize examples of them. They will be able to pair up words
with their synonyms.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
I will assess the students by seeing if they grasped the concept of
what synonyms are and how they are used. I will do this by
having the students find the word that is the synonym to the word
that they have and present it in front of the class.
Evaluation (Grading) Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
I will be evaluating them with a checklist. I will be able to tell if the
students understand what a synonym is by checking to see if they
found the correct one throughout the classroom.
Materials
The book, Fluffy and Baron, the precut out words with magnets,
and a white board to stick the words up on.
Stage 3 Learning Plans
.
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce
and Guide Lesson
I will start off by reviewing what a synonym is to the class. Then I
will get their attention by reading them a story called Fluffy and
Baron. While I am reading the story I will ask them for synonyms
to specific words throughout the book. This will keep their
attention and have them paying attention. After I have read the
story I will have them go back to their seats, this is when I am
going to explain the activity. They will all receive a word on their
desk. Then when I tell them to start I will have them go around
and find the person who has the synonym of their word. They will
know they are right because the words will fit together like a
puzzle. Once everyone has finished they will go back to their
seats. Then I will have each group come up to the front and place
their pair of words on the board, this is when they will tell the class
what the synonyms are and as a class we will list any more words
that we can think of that would be a synonym for that set of
words. Then we will repeat the activity one more time.
Sequence of Student Actions
*Explain How Students Are
Engaged During Lesson
* Explain How Students Discuss
or Present Results of What
They Did During the Lesson
The students will start off by engaging in the discussion of what a
synonym is. They will then listen to a story read to them. During
the story they will pay attention so they can give a synonym to the
words that I ask for throughout the book. Next they will go back to
their seats to listen to instructions on the activity. When they start
the activity they will be getting out of their seats and moving
around. They will be receiving a word to which they will be
searching for their synonym. They will go around and try to find
the person that has the word that is a synonym to their words.
Then after the class has found their matches we will present all of
the words. They will come up to the board and put up the pair of
words. Then as a class the students will try to think of more words
that are synonyms to the first pair of words.
Teacher’s Lesson Closure/WrapUp/Transition
After we have thought of as many words as we could for the pair
of words that are up on the board we will close it up by explaining
what a synonym are, just for a verification.
Adaptations for Exceptional
Students (Anyone who requires
modifications for their needs)
Luckily for this activity everyone will be working together to try and
finish the puzzle of synonyms. But I will make sure that the
students that have a harder time with understanding what a
synonym is will explain to me how they found the synonym to their
word so that I can tell that they understand it or need more help.
When the students find their partner for the words they will sit
down and wait for the rest of the class to figure out their words.
While they are waiting for the class to finish they will sit in their
desks and think of any more words that go along with their word.
They will be doing this because when they come up and put their
words on the board we will be trying to figure out more synonyms.
This is ELA through and through. We will be reading and using a
writing skill to improve their comprehension skills.
Related Activities/Extensions
(What can students do who need
more than is in the lesson? Should
be related to lesson.)
Connections to Other Disciplines
AGENDA:
 Review what a synonym is.
 Read, Fluffy and Baron.
 Synonym Activity
 Wrap up.
Essential Question:
Why is it important to be able to know what a synonym is
and how it is used?