STAGE 1 DESIRED RESULTS

Established Goal(s):

nd

grade reading lesson plan for autistic and g/t students

Identify and use common words that are opposite (antonyms) or similar (synonyms) i
meaning.[2.5C]
Understandings:
Students will understand that

Essential Questions:

Synonyms are words that are similar in meaning.

Synonyms can be found in a thesaurus.

Students will know:

What is a synonym?
What resource can I use to find a
synonym for a word?

Students will be able to:

Different words that increase their vocabulary

use synonyms to enhance writing

use a thesaurus to find words with
similar meanings

STAGE 2 ASSESSMENT EVIDENCE

Differentiated Instruction and

Understanding by Design
Performance Tasks:

Teacher Observation (Formative)

RAFT
Game: Mother May I?

Other Evidence:

Post-Assessment Quiz
(Summative)
Student Response (Formative
Project (Formative)

STAGE 3 LEARNING PLAN

Pre-Assessment:

Students will make a card with a yes on one side and no on the opposite side. The students will hold up their respon
the following statements:

Synonyms are words that are similar in meaning.

The words joyful and happy are examples of synonyms.
A thesaurus is a resource you can use to help find synonyms.

After observing students responses, I will give the definition of a synonym. I will act out synonym examples: mad/angr
and giant/enormous. I will tell students that by the end of our study they will be able to identify and use common synony
Lesson Activities for Synonyms:
Activity 1. I will engage students by showing them a two minute video (visual learners): Sesame Street: Sing your
Synonyms
https://www.youtube.com/watch?v=SD-7y0t69UQ
After viewing the video, I will ask the students the following questions:

What was the problem between the man and the woman? How did they solve their problem? Has something like this ev
happened to you?
Activity 2: I will partner up the students. I will give them a Ziploc bag containing synonym cards. The synonym cards
have a word and picture on it (ELL/Special Education). Students will match up the cards.
Example of match up cards:

Activity 3: Next we will play Mother, May I (Movement for kinesthetic learners)

I will act as the mother and turn my back to the students. Students will inch forward when my back is turned. I will cal
a word from the previous synonym match up and turn around. Students will try think of a synonym for the word. If they
unable to think of a word, then they must go back to the starting line. After students have caught on to the game, I will in
other students to act as the mother so I can make formative assessments through observation.
*Special education will be paired with G/T.
Activity 4: Progress Monitoring: Bunches of Synonyms
Students will complete an art project independently. Students will be given an outline of a flower that has six petals.
Students will color the flower. Students will write two words on each petal that are synonyms.
*Modification for Special Education: Students needing modifications will receive the words with pictures and will glue
them onto the flower.
*Modification for G/T: Students needing enrichment will write three words on each petal that are synonyms.

Activity 5: Using a Thesaurus

Students will gather on the carpet. I will ask the following questions: Do you know what a
thesaurus is? Why do you think a writer might use one? After a brief discussion, I will read Thesaurus Rex. After readin
will ask students to identify synonyms from the story. Next, I will tell the students that they will do a RAFT assignment
use a real thesaurus to help them find synonyms.

At the conclusion of this lesson I will teach the students this song with hand motions:
Read, read, read some books
new ones every day
learn new words, like synonym
then go out and play!
Write, write, write new words
something fresh and new
just like Thesaurus Rex
a synonym or two!

Students will be given the following post assessment quiz.

Post Assessment Quiz:
Name: _____________________________
1.

What is a synonym?

2.

3.

4.

5.

a. A word that means the same

b. A word that means the opposite
c. A word that sounds the same but is spelled differently
What is a synonym for clean?
a. Dirty
b. Tidy
c. Water
d. Soap
Mia got a perfect score on her test. Which sentence means the same thing?
a. Mia failed her test.
b. Mia got a poor score on her test.
c. Mia bombed her test.
d. Mia aced her test.
What is a thesaurus?
a. A book that gives definitions of words
b. A book that lists synonyms of words
c. A book that lists words that rhyme
How can you write this sentence using a synonym? Jake ran to the store
a. Jake sprinted to the store.
b. Jake strolled to the store.
c. Jake walked to the store.
d. Jake hopped to the store.

*Special education will only be given two answer choices.

The rubric on the last page will be given to students. After reviewing the rubric with the studen
they will analyze their strengths and weakensses by responding to the following:
A

Strengths: Choose one of the categories in which you scored the highest and exp
at least three things you did this past week to help you earn a high score in
category. Do not simply repeat the wording from the rubric. Be specific!

Areas in need of Improvement: Based on your scores in each category, now iden
one area in which you need to improve. Explain three reasons why you received a
score. Do not simply repeat the wording from the rubric. Be specific!

Based on the results above, set a specific goal for the next two weeks to improve y
classwork. Then tell exactly what you will do to achieve that goal. Remember, ther
ALWAYS room for improvement!

Reference: page 30-Integrating Differentiated Instruction and Understanding by Design. This template was originally presented in Understanding by Design by J. McTighe and C. Wiggins (2004)