July 22, 2015
|
by Jen Kessel

Lesson plan

Multiple Meaning Motivation

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Do you need extra help for EL students? Try the Words that Sound the Same pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Do you need extra help for EL students? Try the Words that Sound the Same pre-lesson.
  • Students will be able to identify and describe multiple-meaning words.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(15 minutes)
  • Ask the class what it means to have a multiple-meaning word.
  • Once the class has a chance to discuss, sum up their thoughts by telling them multiple-meaning words are words that sound or are spelled the same, but have different meanings.
  • Show the book Good Work, Amelia Bedelia to your students and tell them to watch and listen for something that could fit the multiple-meaning description.
  • Read the story.
(3 minutes)
  • Show students some examples of multiple-meaning words. For example:
    • "In the Fall, leaves turn orange and fall to the ground."
    • "Their family got there safely."
    • "It was windy on the windy road.*
  • Tell the students that they are going to take what they've learned about multiple-meaning words and put some multiple-meaning words into their own work.
  • Model telling a story using a pair of multiple-meaning words. Be sure to clarify the character's thoughts, feelings, or ideas in your storytelling.
(10 minutes)
  • Allow students to brainstorm with seat neighbors some different multiple-meaning words that they could use in their own writing. Have them write down all their ideas.
  • Have students choose their multiple meaning words. Then, have them take turns orally sharing a story with their partner. Tell partners to describe the events that happen in the story out loud and clarify the character's thoughts, feelings, or ideas in their storytelling.
(20 minutes)
  • Hand out writing paper and have students write a short story (about a paragraph) using at least one pair of multiple-meaning words.
  • Ask students to add a drawing to their story to clarify the thoughts, ideas, or feelings of the character in the story.
  • Form partnerships to share their completed story and drawing with each other. Allow them to make adjustments based on partner feedback.

Enrichment:

  • Challenge advanced students by requiring more than one example in their piece or require a more complex piece.

Support:

  • Students who need support can use more simplistic pairs of multiple-meaning words drawn up by the teacher and magazines to cut pictures out.
(2 minutes)
  • Observe students' brainstorming discussions and story descriptions to check for understanding of the lesson.
  • Collect and grade writing pieces.
(5 minutes)
  • Collect writing when finished.
  • Choose volunteers to share their stories and drawing descriptions with the classes.
  • Make a class book with their finished work. The class can refer back to it throughout the year.

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