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|Reading Lesson: Multiple Meaning Words |Grade Level: 7 |

|Lesson Summary: Students will identify the two types of multiple meaning words—same dictionary entry and homographs. Students will use context clues or the |

|dictionary to identify the intended meaning of multiple meaning words in sentences. Students will use multiple meaning words in sentences demonstrating |

|understanding of the different meanings. Advanced learners will generate sentences with examples of multiple meaning words. Struggling learners will work in pairs |

|to look up definitions of multiple meaning words. |

|Lesson Objectives: |

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|The students will know… |

|that some words have more than one meaning. |

|that context clues will help them find the intended meaning. |

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|The students will be able to… |

|use context to distinguish the intended meaning of a multiple meaning word. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Display the multiple meaning words pet, brush, and crown. |

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|Ask students to use the words in a sentence. |

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|Ask students to create sentences using another meaning of the word. |

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|If students do not know other meanings, give them a sentence with the other meaning and ask how the meaning of the word is different. (e.g. A turtle is a great |

|pet. I have a pink brush. She wore a sparkly crown.) |

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|Note students who need extra support. |

|Whole-Class Instruction |

|Materials Needed: Activity Worksheet*, pens, pencils, and paper |

|Procedure: |

|Presentation |

|Introduce the concept of multiple meaning words by explaining that they: |

|have the same dictionary entry with different meanings or |

|are homographs, which are words with different dictionary entry, have the same spelling, and sometimes have a different pronunciation (e.g. bow) |

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|Point out that homographs are different from homophones because homophones have the same sound, but are spelled differently. |

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|Display these two sentences: |

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|The fans yelled, “Block that kick!” |

|The artist carved an image of an eagle in a block of wood. |

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|Model using context clues to understand the intended meaning of the word block. |

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|Explain that if there are little or no context clues, a dictionary can be used to determine the intended meaning. |

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|Guided Practice |

|Distribute the worksheet* to the class. Use questions 1–5 of the worksheet to guide the class in using context clues to understand the intended meaning of multiple|

|meaning words. |

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|Read the sentence aloud, point out the underlined word, and read the answer choices aloud. |

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|Ask students what context clues they can use to determine the correct meaning. |

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|Independent Practice |

|Have students work independently to complete questions 6–10 of the worksheet. |

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|Closing Activity |

|Have students work in pairs to write a sentence demonstrating a different meaning for each of the following words: name, patch, paint, racket, and pin. |

|Advanced Learner |

|Materials Needed: pens, pencils, and paper |

|Procedure: |

|Have students make up sentences or short passages containing two or more definitions of multiple meaning words. For example: I was so tired at rehearsal that I had|

|to crash, but I sure woke up at the sound of the cymbal crash! I jumped up too quickly and watched my music stand crash into the seat in front of mine. |

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|Explain that the sentences and/or passages can be humorous, but they should demonstrate an understanding of the different meanings of the words. |

|Struggling Learner |

|Materials Needed: pens, pencils, and paper |

|Procedure: |

|Have students work in pairs or groups to look up definitions of some common multiple meaning words such as fine, present, and duck. |

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|Ask students to write simple sentences demonstrating understanding of the different meanings. |

*see supplemental resources

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