Lesson Plan

Shades of Meaning using Synonyms

Collett Elementary
Mrs. Ali

Grade 2

GRADE LEVEL: 2nd

Grade

SUBJECT/ FOCUS: English Language Arts

ELA and English Language ELD

BLOOMS TAXONOMY:

LESSONs PURPOSE
The purpose of this lesson is to introduce the
intensity of meaning with the variety of
synonyms.

Understand, remember, apply

DOK:
Level 1/Recall
INSTRUCTIONAL TYPE:

LESSON LENGTH: One 30-minute lesson in

one day

Direct Instruction- Whole group

STANDARDS:
CCSS.ELA-LITERACY.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 2 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA.2.SL. 1 Participate in collaboration with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.L.2.5
Demonstrate understanding of word relationships and nuances in word meanings.
2012 ELD StandardsCollaborative
1. Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
OBJECTIVES

Students will be able to identify synonyms and understand that words can have
the same meaning.
Students will be able to classify and place synonyms in order from weakest to
strongest with explanation to their decisions.
Students will be able to clearly state in a complete sentence of the importance
of the words being used in the lesson.

VOCABULARY
big
Large
enormous
gigantic
outstanding
fine
great
furious
frustrated

happy
joyful
cheerful
excited
disappointed
heartbroken
sad
angry

MATERIALS/PREPLANNING
Materials
Document camera
Whiteboard
iMovie App
mini iPad with camera
Elmo
Post It Chart Paper
Poster markers
OPENING
Display pre-made anchor chart:
Teacher:
Class, Class, we have been talking about
synonyms and their importance this week. What
type of synonyms can you come up with if I gave
you small? Ready Teach. Students respond
O.K. (allow children to answer, share with elbow
partners, share with class) Now class lets arrange
the words in order starting with the weakest word
SMALL and continue to make stronger synonyms
that mean the same as small.

INSTRUCTIONAL STRATEGIES
All Students

repetition of instructions and

rephrasing questions
use learning pairs
frequent checks for comprehension

SWD

ELs

differentiate instruction and use more

than one way to demonstrate or
explain information
explicitly connect new learning to
previously learned concepts and
vocabulary
refer to IEP
repetition of instructions and
rephrasing questions
use learning pairs
frequent checks for comprehension
keep illustrations brief
differentiate instruction and use more
than one way to demonstrate or
explain information

use photos, illustrations, examples,

demonstrations, videos, and
modeling to develop students
background knowledge
explicitly connect new learning to
previously learned concepts and
vocabulary
Emerging:
use learning pairs
provide wait time and think time
frequent checks for comprehension
use gestures, real objects, speaking
at a slower pace, and using short
sentences and phrases
sentence frames
graphic organizer- Sequencing to
show order
visual representation

SUGGESTED PACING

Task 1

The teacher will discuss the importance of

the shades of meaning. That these words
that are used can have subtle changes in
meaning or importance. We will like to make
them go in order from weakest to strongest.
The teacher can compare it to when they
used the word bad, in first grade and now
in second grade they may use the words
naughty, or mischievous to make the words
seem juicier or a little spicier in the type of
word being used.

Task 2

The students will generate words based on

the word given by the teacher. They can
start with sad and the teacher and students
collaboration will develop a few words like
heartbroken and disappointed. The teacher
will place these words on cardstock that has
a variety of color in the shade. This may be
displayed as a light teal to a darker teal in
color. The teacher may have to change a
few words based on what students may
come up with.

Task 3
While the activity is taking place the teacher
should film the students interactions and
place images and videos into the storyboard
of the iMovie App. The teacher could pick
the premade video Bollywood and the
should title it Shades of Meaning. This will
give the children a fun interactive activity to
build the importance of the meaning of
words and their many shades of color.

Task 4
Students will group together by table groupings to complete cooperative learning activity.
Students will draw out a sequencing map that displays the synonyms that starts with a weak
word and continues to increase in difficulty and meaning. Students will cooperatively and
effectively communicate of why they should go in order the certain order of their choice. If
they have a logical answer of the variance of meaning, then they have completed the task at
hand. The teacher will guide and help assist students in the conversation with praise.

Task 5
Assign Independent Practices, Assess
Performance, and Provide Corrective
Feedback (These picture would be placed in
the trailer storyboard under each title). See
pictures

Teacher: Will take pictures to place in

iMovie trailer storyboard:
1 student posing like they are weak.
The whole class posing as they are
strong. (students will hold their arms
up to form muscles).
1 picture of a child holding a
lightbulb.

1 picture of the class making a shape

with their hands of a heart.

Teacher: Can say, Now action in 3, 2, &1.

Then, cut. By saying these phrases, the
students will know when to be actors and
actresses.
Students: will be able to work cooperatively
in small and whole group instruction.
Students: will be able to use the anchor
chart, and materials from the iMovie trailer
that was put together in a whole group
instruction to assist any confusion.

Task 6
Evaluate and Posttest

Review Periodically Building review of

the lesson is important.
Teacher: An informal observational
assessment of the student's progress will be
performed throughout the activity to
establish understanding and clarification.

CLASSROOM ARRANGEMENTS/ TECHNOLOGICAL SUPPORT

Classroom Arrangements
whole group on carpet and at table
groupings
Students in need of more help will be
pulled aside or given assistance by the
teacher during cooperative learning
groups.
CLOSURE

Technology Support
iMovie App on the mini iPad, played through
Google Drive
https://drive.google.com/drive/my-drive

Ask students to work in groups to generate a sequencing thinking maps to illustrate

their understanding of the shades of meaning with synonyms.
Each group will have a post-it chart and poster marker to make the sequencing chart.
This will be placed around the room. Sequencing Thinking Map example

happy

glad

excited

EVALUATION/ ASSESSMENTS
Type 1
Informal Evaluation:

Interactive activity using the iMovie App and

whole group discussion and activity of
placing words in order from weakest to
strongest.

Type 2
Formal Assessment:
This standard is a 2nd grade standard
requirement for the middle of the year.
Students should be able to perform and
understand the meaning of these words in a
complete sentence.

Formative Assessment:
The sequencing thinking map designed by
the table groupings in the cooperative
learning activity.

BACK- UP
Have students fill in a printable that gives three synonyms and place it into the correct
order, by writing it in a sentence.
ENRICHMENT AND REMEDIAL ACTIVITIES
Synonym Flowers will be a great way to tie in students understanding of the lesson. Students
should be able to write and come up with synonyms on paint chips. These different shades of
color can be put into a flower shape when done.
Students could act out the words walk, march, or leisure. This can be displayed and describe
to them as showing that they all mean the same but have a difference in the difficulty of the
word and subtle change in the meaning.
FOLLOW- UP
Students will complete a printout of the shades of meaning activity, where they will place the
words in order and write a sentence with each one given. The teacher can individually assess
the students that may look to have difficulty during the two activities from the previous
lessons, by having them move cards, with words, in order to show understanding.