Name: Debbie Winske
Date: January 30, 2010
Curriculum Topic: Word Choice/Synonyms
Grade Level: 2
Modifications for Learning Difference: Students who are easily distracted will be asked to sit
near the teacher during this lesson.
MA Curriculum Frameworks: General Standard 4: Concept and Vocabulary Development;
Learning Standard 4.6; Identify common synonyms; General Standard 21: Revising; Learning
Standard 21.1 After writing or dictating a composition, identify words and phrases that could be
added to make the thought clearer, more logical, or more expressive.
Overall Goal: To increase students’ ability to develop interesting sentences by expanding their
vocabulary through the use of synonyms.
Objectives: Students will increase their vocabulary knowledge
Students will apply the use of synonyms in their writing to create more interesting
sentences.
Materials: a copy of Fancy Nancy by Jane O’Connor
Chart Paper
Markers
Index cards with plan words/ index cards with fancy words (use two different color
index cards.
Practice worksheets.
Time Allotted: 30 – 40 minutes
Procedure: 1. Prior to the start of the lesson create two sets of index cards (one for each
Student). Half of the cards should contain common words, the other half should
contain fancy words (a synonym for the common word).
2. Call students to the rug area. Engage in a discussion about the importance of
word choice when developing a writing piece. Ask students what they like about
the words that Roald Dahl uses in his book, Charlie and the Chocolate Factory
(this is the current read aloud book in class). Explain to students that his writing
is more interesting because of the words he chooses to use in his writing.
3. Ask students to tell you what a synonym is. Explain to students that using
a synonym for an ordinary word in their writing can often times create a more
interesting sentence. One that will capture the attention of the reader. Give the
students an example of what you are talking about. Say: The mean dog barked
at the young boy. Then say: The ferocious dog barked at the young boy. Ask
students which sentence sounded more interesting. Explain that ferocious is just
another way to say mean. It is a synonym for mean.
4. Tell students that you are going to read a book to them called Fancy Nancy.
Explain to them that the little girl in this book loves to use fancy words when
she speaks. Throughout the book, Nancy explains why she likes the fancy
versions of the words more than the ordinary versions. Tell students that it is
their job to listen closely to the word choices that Nancy makes while you read
the story aloud. Tell them to think about whether or not the sentences sound
more interesting.
5. Read the story aloud, stop along the way to discuss some of the
Fancy words Nancy chooses.
6. On the chart paper make a list of the fancy words Nancy used in the story. Ask
the students to generate an ordinar or plain word for each. Record their
responses on the chart paper.
7. Tell students that they are going to do an activity that requires them to match an
ordinary word with a fancy word. Divide the students into two groups, give
each student in the first group an index card with an ordinary word on it and
give each student in the second group an index card with a fancy word on it.
Instruct students to find the student who has the synonym for their word card.
Have the students stand with their partner. When all matches have been found
have the students share their word cards with the rest of the class.
8. Give each student a worksheet containing 10 sentences. Their task is to replace
the underlined word with a fancier word (from the word bank provided) to
create a more interesting sentence. Give students time to complete the paper.
Closing: Bring students back to the rug area. Ask them why they think authors are very careful
about the choosing just right words when they write. How do these words make the author’s
ideas more interesting? Do you think authors make changes to their writing once they complete
a writing piece? Why or why not? Show students a thesaurus and explain to them that a
thesaurus is a reference book they can use when they are writing. It contains synonyms and
antonyms for words. Tell students that you will place some thesauruses in the class library for
them to use during writing workshop.
Assessment: The students’ ability to locate their synonym as well as their responses on the
chart paper and their sentence worksheet will provide me with information regarding their
understanding of using synonyms in their writing. Student writing journals as well as their
writing pieces in writing workshop will provide me with an ongoing assessment of the students’
ability to incorporate word choice into their writing for the purpose of creating writing pieces
that are interesting.