Name: Christine Ha School Site: James McKee Elem.

Grade: 2
Lesson: 3.3 Title: Lighting Lives - Synonyms

Content Standard: CCSS.ELA.CONTENT.2.L.5

Demonstrate understanding of word relationships and nuances in word meanings

Content Standard: CCSS.ELA.CONTENT.2.L.5B

Demonstrate understanding of word relationships and nuances in word meanings

ELD Standard: 2.1.A.1

Exchange information and ideas with others through oral collaborative conversations on a range
of social and academic topics.

Anti-Bias Framework Anchor Standard and Domain: AC.20

Students will plan and carry out collective action against bias and injustice in the world and will
evaluate what strategies are most effective.

Grade Level Outcome: AC.K-2.20

I will join with classmates to make our classroom fair for everyone.

Cohesiveness/Continuity
Students have read the story Lighting Lives already and have been introduced to the
vocabulary. They will now be able to link the vocabulary to its synonyms.

Essential Question: How can people help out in their community?

Materials
- Tablet/ActivInspire Software - Synonym Poster
- Wonders Workbook (Pages 214-219) - Synonym Worksheet
- Graphic Organizer: Flower - Pencil
- Looks Like, Sounds Like, Feels Like
Chart: Use Soft Voices
List Measureable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: Students (A) will be able to define
(B; DoK-3) a synonym (C), identify (B; DoK-1)
examples (C), and construct (B; DoK-3) two sentences
using a pair of synonyms (C) on their own worksheets.
Social Skill Objective: Students (A) will be able to use
(B) soft voices (C) by facing their partners and
whispering (D).
How will you teach the social skill? Will you use
looks like/sounds like/feels like chart, a book,
modeling, etc.?
I will model what using soft voices looks like by using a
partner as an example to act it out and a Looks Like,
Sounds Like, Feels Like chart for reference.
Language Objective: Students (A) will be able to
define (B; B-2) what a synonym is (C) to a partner by
using the sentence frame, A synonym is (D).
Which language demand will you need to teach to
achieve the content objective? Write all the demands
that could be taught in the lesson with what you
would specifically teach next to it. (If there is a
demand that isnt applicable write it with N/A next to
it.) Then bold the demand that you will write the
language objective for and teach to the students.
1. Language practices/functions - Define
2. Organization of text N/A
3. Sentence structure SVO
4. Grammar Capitalization/Punctuation
Brick Words:
- Synonym
- Similar
Social Justice/Multicultural Objective:
Students (A) will be able to identify (B; DoK-1) to a
partner (D) different synonyms for the word help (C).
Describe Assessment Tool and Criteria
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally come up with their own synonyms for
the examples given.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are able to come up with various
synonyms for their base word with a partner.
What and how will you assess during independent
learning?
Students sentences will allow me to see if they are able
to define what a synonym is, give an example, and use it
in a sentence.
What and how will you assess the social skill during
collaboration?
Observation during collaboration and taking anecdotal
notes on how students are using soft voices by using the
appropriate language and mannerisms from the LLSLFL
chart will allow me to assess the social objective.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally describe what a synonym is and share
examples of synonyms.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are using the sentence frame to
define what a synonym is and give examples on their
graphic organizer with a partner.
What and how will you assess during independent
learning?
Students sentences will allow me to see if they are able
to define what a synonym is, give an example, and use it
in a sentence.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally share synonyms for the word help
with a partner.
 Lesson Implementation

Engagement (Hook/Focus Lesson)

- Hook: To pique students interest, I will ask them to describe me using synonyms.
- Objectives are stated in student-friendly language
o After completing this lesson, I will be able to tell what a synonym is, give
examples of synonyms, and use synonyms in a sentence.
- Clear explanation of purpose and relevance
o It is important to learn about synonyms because it helps to make your writing
more descriptive.
- Building Background
o Concepts explicitly linked to students background experiences
Raise your hand if youve ever gone outside on a winter day without a
jacket. How did you feel?
Choose one student and have others share other words that have the same
or almost the same meaning.
o Links explicitly made between past learning and new concepts
Weve read a story the other day that had words that could mean the same
or almost the same as other words
Use the example in the book with the word insists
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted
for students to see)
Home
Power
- Modeling of the new learning (think aloud and/or demonstration)
o I will be using think aloud to model thinking about synonyms.
Guided Instruction
1. Have students give examples of synonyms for:
a. Home: Whole Class
b. Power: Independent
2. Use synonyms to complete graphic organizer for both words.
3. Pair/Share: All of the words we shared are called synonyms. Share with a partner what
you think a synonym is.
4. Show students how to use a thesaurus to find synonyms.

Explicit Teaching of Social Skill and Activity

- Go over what using soft voices looks like with LLSLFL chart.

Collaboration
1. Students will work in pairs to complete a synonym poster.
a. Student Choice: Students choose the base word they want to find synonyms for.
b. They must list 3-4 synonyms for the base word and draw a picture to illustrate
it.
c. As students finish, post the posters up on the wall to create a synonym word wall.
2. Call on various student pairs to share their answers.

Student Reflection (Social)

- How did using quiet voices help you complete the synonym posters?
- How did you like using soft voices?
- Why do you think I had you practice using soft voices for this activity?

Independent Practice
1. Have students complete synonym worksheet on their own.
a. Students must define what a synonym is.
b. Student Choice: Students choose two synonyms and use them correctly in two
separate sentences.
c. Students Who Need Additional Support: Pull students for small-group instruction
on synonyms and work on writing sentences together.
d. Advanced Learners: Students choose one synonym poster and use the synonyms
on the poster to write a narrative.
i. Student Choice: Space adventure, nature hike, sports game, fairy tale, or
free choice

Student Reflection
- Content:
o What is a synonym?
o Give an example of a word and its synonym.
- Process:
o What did you like most or helped you learn the most about the lesson?
Pair & Share