1. Topic-
2. Content-
divergent/creative thinking
Vocabulary to teach:
diverge brainstorm
piggyback ideas
originality creativity
fluency flexibility
3. Goals: Aims/Outcomes-
1. Use divergent/creative thinking as a way to improve speaking and writing
2. Vary vocabulary in writing and speaking
3. Identify synonyms to increase vocabulary
4. Objectives-
1. TLW brainstorm words in categories to generate lots of ideas.
2. TLW identify synonyms for words in a story.
3. TLW match words with similar meanings to show synonymous relationships and create sets on their own.
5. Materials and Aids-
Book: Said is Dead by Steven Kellogg
Internet site: www.earobics.com/gamegoo/games
Take it your seat folder activity: Worms and leaves/find the synonyms
Brainfocal glasses/Word Jar and talking stick
6. Procedures/Methods-

A. Introduction-

1.Introduce creative/divergent thinking and its attributes
2. Brainstorm words in categories from the Word Jar activity while wearing brainfocals
3. Tell a shoulder buddy a word that means the same as one of our word jar words.

B. Development-

1. Explain what synonyms are and why they are important
2. Explain how to brainstorm or piggyback off another's idea to find a synonym for a word
3. Provide the statement "It has been a super day" and ask each student to provide a new word that means the same as "super

C. Practice-

1. I will read the book to the students and they will stop me to identify synonyms for the word "said."
2. The Internet game will be projected on the wall and the students will answer each synonym question with their shoulder buddy and I will call on each pair a few times. This is only a 5 minute game.

D. Independent Practice-

1. With the Take it to your seat folder activity, match the hungry caterpillar with two leaves that mean the same as the word on the caterpillar Do this for all 9 caterpillars with a partner.
2. Independently each student will write his or her own synonym set on a leaf and can write several if able.

E. Accommodations (Differentiated Instruction)-

1.All of my students are teacher referred as being the top students in the class so they are differentiated just by being in my class.
2. However, I will match the less able readers with the most able readers to be shoulder buddies for activities.

F. Checking for understanding-

1. Brainstorming answers (each child can only say pass one time)
2. Responsiveness to story
3. Answers given with shoulder buddy during the Internet game time and table activity. Check independent answers (look for ones that have the "wow" effect!!)

G. Closure-

1. Go over the worm/leaf answers a loud and ask any student to share what he or she came up with independently.
2. Ask the class why it is important to be creative and vary our vocabulary usage.
7. Evaluation-
1. Percentage correct on the matching activity for each pair.
2. Student ability to come up with their own synonym sets.
8. Teacher Reflection-
Reflect on how many students seemed to do well with the lesson vs. those that had trouble. What could I have done differently?

This Lesson Plan is available at (www.teacherjet.com)