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: |

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|The students will know… |

|that multiple meaning words will have several meanings depending upon how they are used in a sentence. |

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|The students will be able to… |

|use context clues to determine the meaning of multiple meaning words. |

|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: |

|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. |

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|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. |

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|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.” |

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|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. |

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|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. |

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|Independent Practice |

|Distribute copies of the Activity Worksheet.* Students will fill in the worksheet, selecting the word whose meanings fit both sentences. |

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|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. |

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|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. |

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|Then have students write two sentences using each meaning of the word. |

*see supplemental resources

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