Holiday Thesaurus
Subject: Library Media/Language Arts Grade: 4
Teacher Name: Diane Mentzer Time Frame: 1 class period
Overview: The Thesaurus will be used to replace teacher selected words in a well known poem or song
with synonyms. Curriculum Connections:
LMVSC - 1.0 TSW demonstrate an appreciation of literature as a reflection of human experience and
reading as a pleasurable activity. Indicator- 1. Identify relationships among literary settings, characters,
actions, and events and situations in real life. Objective- d. TSW expand use of informational materials
to begin making a connection between background knowledge and human actions.
2.0 TSW resources in a wide variety of formats, to locate information to meet an identified need.
Indicator- 1. Match resources to topic of interest or need. Objective- c. TSW independently apply
knowledge of parts of a book to locate relevant information.
Technology Connections:
Standard 3 - Technology for Learning and Collaboration: Use a variety of technologies for learning and
collaboration
A. Learning 1.Use and explain how technology tools enhance learning a.Use technology tools,
including software and hardware, from a range of teacher selected options to learn new content
or reinforce skills. (CUI, WBI, DII)
B.Encourage Collaboration 1.Use and explain how selected technology tools encourage
collaboration a.Use technology tools to work collaboratively within the classroom (WPI, PI,
VOI, SI, DI)
Daily Posted Objective(s): TSW - use an online thesaurus to replace teacher selected words with
synonyms
Materials:
* Computers with access to the Grolier Database or other online thesaurus or multiple copies of an
age appropriate thesaurus Online Merriam-Webster thesaurus website - http://www.m-w.com/
* If using an on-line thesaurus you should have a computer and projector to demonstrate how to
use the thesaurus.
* Document Projection Device - "ELMO" or Overhead and transpariencies
* Transparency or copy of a paragraph, song, poem or short story
* Transparency or copy of "Rudolph the Red-Nosed Reindeer" or other selected song, poem or
story
* Multiple copies of "Rudolph" song, or other selected song, poem or story
Notes:
1. The skill of gaining information from the thesaurus is listed in MP1 scope and sequence. This may be
a review lesson if the skill is taught during that MP.
2. This lesson may also be adapted to use a different song, poem or short story. I have successfully used
it with "The Night Before Christmas" and "Casey at the Bat"
3. An online thesaurus could also be used as a follow-up if there is no way to allow class access and the
activity can be done with a print thesaurus.
Assessment/Evaluation:
* Teacher observation of the activity and students using the thesaurus.
* The synonyms selected.
* The sharing of synonyms.
* The new version of the story, poem or song
Activities or Procedure:
1. Discuss the concept of a thesaurus. If this is a review lesson the students should already know this
information.
2. If using a print thesaurus show the basic design of the thesaurus that you have available for student
use with "ELMO" or overhead. Emphasize the use of guide words, alphabetical order and synonyms. If
there are not enough thesaurus for individual student use this works well as a partner activity too.
3. If using an online thesaurus demonstrate how to access and use it using the projector. In Grolier the
thesaurus can be found under the dictionary link.
4. Use "ELMO" to show a short paragraph or use a transparency of the short paragraph. Using a
highlighter, choose words for students to replace with synonyms from the thesaurus.
5. Have the students select replacement words using the thesaurus.
6. Reread the paragraph and have students substitute the new words.
7. If you have timed this activity to be close to the winter holiday season, you can use a copy of
Rudolph, the Red-Nosed Reindeer with pre-selected words for students to replace with synonyms. If this
lesson is not done close to the winter holiday a different written works can be used.
8. Students enjoy singing their new versions of the tune and will also realize that some of the rhyming
elements of the original work will be lost in the new versions. They will also enjoy reading their new
version of the other poems and also should realize that some of the rhyme and flow of the piece does
depend on the words chosen.
9. If time is a concern, number the words to be changed and assign specific numbers to individual
students or groups.
Considerations for Differentiation:
Students can work in pairs. Low achieving students can be grouped with higher achieving students.
Lower Achieving students can be responsible for looking up a limited number of words.