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Name: Laura JacobsonDate: February 26, 2014Activity Name: ‘Synonym Rolls’: Work with SynonymsGrade Level: Second GradeMajor Concepts: Students will build upon their pre-existing vocabulary by creatively displaying synonyms for the chosen words. They will also benefit from the brainstorming of their peers by viewing their Synonym Rolls – I will display the class’s Synonym Rolls in the hallway for continued reference.Materials and Resources needed for the lesson:Writing UtensilsSynonym Rolls (with teacher-chosen words ready for student use.)Book: Nicky Upstairs and Down, By: Harriet ZiefertRationale: Students will create ‘Synonym Rolls’ in order to make a connection between words with the same meaning and displaying them for our peers to see. I chose to use the listening/viewing/speaking attention-getter because I know my students benefit from that particular kind of work. As second graders, the students fall into Piaget’s stage of Concrete Operations (between the ages of 7 and 11), which speaks of how students are learning from hands-on experiences. Students also pull from their prior knowledge of a topic to draw conclusions, and develop predictions about future learning. Objectives:2.L.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.a. Use sentence-level context as a clue to the meaning of a word or phrase.e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Assessment:While students are working I will walk around the classroom and address the work of individual students to ensure that I provided them with clear instructions. I will also be glancing at their papers to see that they all understand what I expect of them in the work with the Synonym Rolls.I will collect and review the Synonym Rolls to gain an understanding of which students grasp the concept of synonyms, and which students do not. The students who do not fully understand synonyms will receive additional time and instruction to do so in a small-group setting.Procedure: The students will return to the classroom from Music and be directed to the carpet area. I will then review alliteration briefly with the students, and ask them what they know about synonyms. I will then read the students a book about synonyms to introduce the topic and make all students familiar with the content. Teaching Strategies:Anticipatory Set – Assess prior learning through questioning. Who can tell me what Mrs. Ballis has been talking about these last two days in our carpet time right after specials (Alliteration)?Can anyone think of some other big fancy words like ‘Alliteration’ that they think we might be talking about soon?Focus on student’s attention – songs, concrete examples (book), picturesBook: Nicky Upstairs and Down, By: Harriet ZiefertA review of previous lessons. How will you develop a readiness for learning?I will develop a readiness for learning by conducting a short (30-45 second) kinesthetic exercise with the students to fire up their brains.I will present the material needed to reach my objective via: book, visual aid, and demonstration.Input – Before beginning this lesson, students need to understand that there are different ways to say the same word, and these are called synonyms.Model – I will have a model of a Synonym Roll up on the Smartboard, and I will write on the Synonym Roll to demonstrate what I expect of the students. Check for Understanding – I will circulate the room while the students are working to make sure that they are on the right track. I will stop when needed to clarify word choices with students. I will also collect the Synonym Rolls at the end of the lesson for further review of learning.Guided Practice/ Independent Practice – Students will be asked to complete one Synonym Roll on their own from the group of ‘Regular List’ words. After they have each completed a Synonym Roll from that pile (independently), they will move on to complete a Synonym Roll from the ‘Challenge List’ pile of words. After working on the ‘Challenge List’ for a short period of time independently, I will allow students to work with a partner.Closure – At the end of the lesson, I will pass around note cards to each student. I will ask the students to write one or two things they learned from the lesson, as well as something they specifically liked or did not like about the lesson. I will also then ask several students to share their Synonym Rolls so that students are able to hear other students’ ideas.Modifications for special needs or cultural differences – The students who would best benefit from and require lesson modification will not be in the classroom during the time of the lesson. If they were, I would provide them with small group instruction, and potentially varied methods of collecting information on understanding or synonyms. ................
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