Lesson plan - Study Island
|Reading Lesson: Multiple Meaning Words |Grade Level: 6 |
|Lesson Summary: Students find different meanings of multiple meaning words in a dictionary, and then write sentences using both meanings. Students fill in a |
|worksheet with the word whose meaning fits two sentences. Advanced learners will create a poster of someone misinterpreting a direction. Struggling learners will |
|create index cards defining multiple meaning words and write two sentences. |
|Lesson Objectives: |
| |
|The students will know… |
|that multiple meaning words will have several meanings depending upon how they are used in a sentence. |
| |
|The students will be able to… |
|use context clues to determine the meaning of multiple meaning words. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
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|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|List the following words on the blackboard: mark, yarn, bear, spring, and snap. Ask five volunteers to write sentences on the board using the words. Now have five |
|other volunteers write sentences in which the word has a different meaning. |
| |
|Note whether each word was used as a noun or verb. Ask volunteers to explain the two meanings of each word. |
|Whole-Class Instruction |
|Materials Needed: Activity Worksheet*, dictionary, pencils, and paper |
|Procedure: |
|Presentation |
|Explain to students that sometimes words can have more than one meaning. These words are called homonyms—words that are spelled and/or pronounced the same as one |
|or more other words but have different meanings. |
| |
|Write the following sentences on the blackboard, circling the word “root”: The pigs root in the dirt for truffles. The root of some plants like carrots is edible. |
|Let’s root for the underdog! Have students use dictionaries to write the three different meanings for the word “root.” |
| |
|Guided Practice |
|Write the following words on the board: suit, shower, drop, and roll. Ask students to select one word and then look up the word in their dictionaries to find at |
|least two different meanings. Students should write a total of three sentences using their selected word: two sentences in which the word has the same meaning and |
|a third sentence in which the word has a different meaning. |
| |
|Students can exchange their three sentences and challenge their classmates to circle the words in the two sentences in which both words have the same meaning. |
| |
|Independent Practice |
|Distribute copies of the Activity Worksheet.* Students will fill in the worksheet, selecting the word whose meanings fit both sentences. |
| |
|Closing Activity |
|Invite students to discuss how they use context clues to discover the intended meaning of multiple meaning words. |
|Advanced Learner |
|Materials Needed: poster board and markers |
|Procedure: |
|Work with students to think of a sentence that uses a multiple meaning word and could result in a funny situation. For example the sentence “plant the bulbs” could|
|be taken as planting light bulbs instead of flower bulbs, or “throw the ball to the pitcher” could result in throwing a ball at a pitcher of water instead of a |
|baseball pitcher. |
| |
|Have students use a multiple meaning word to imagine a direction that could be confusing. Then ask them to illustrate a person misinterpreting the direction |
|because of the multiple meaning word. Tell students not to reveal the direction in writing. Hang the posters and challenge the class to guess the direction and |
|explain how the person misinterpreted the multiple meaning words. |
|Struggling Learner |
|Materials Needed: dictionary, index cards, pencils, and paper |
|Procedure: |
|Give pairs of students two multiple meaning words to look up in a dictionary, such as stamp and brush. Have them write each word on the front of an index card, and|
|two possible definitions on the back of the index card. |
| |
|Then have students write two sentences using each meaning of the word. |
*see supplemental resources
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