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6 + 1 Traits Lesson Plan ~ Word Choice

Lesson Objectives:

1. Students will be able to recognize the importance of Word Choice

2. Students will be able to recognize homophone sets

3. Students will be able to assign the correct meaning to each word in a homophone set

Grade level: 3rd grade

Day 1

Materials:

▪ A Chocolate Moose for Dinner by Fred Gwynne

▪ Large chart paper

▪ Markers

Procedures:

1. Gather the students around the reading rug

2. Explain the trait of word choice to the students orally and write the explanation on large chart paper to help your visual learners grasp the idea

o Word choice is the use of rich, colorful language that communicates not just in a functional way, but also in a way that moves and enlightens the reader. The language is used in creative and appealing ways.

3. Ask the students to pay close attention to the words that the author uses throughout the book while you are reading

4. Read A Chocolate Moose for Dinner by Fred Gwynne to the class

5. Ask the students what they noticed about the words that Fred Gwynne used throughout the book

6. Describe Gwynne’s word choice

o Throughout the book, Gwynne is playing with language in a unique way by using homophones.

7. Read A Chocolate Moose for Dinner again

8. Point out the word choice on each page

o Example: “Mommy says she had a chocolate moose for dinner last night.”

- Students, do you actually think her mommy ate a chocolate moose for dinner? What do you think the mom really ate for dinner?

9. Introduce homophones by writing the definition on large chart paper

o Homophones are words that are pronounced the same, but have different meanings – the spelling can be the same or different

o Write a common example of a homophone on the chart paper

- TO, TWO, and TOO are three words that sound the same, but they have different meanings and spellings

• To: used for expressing direction or motion towards something

• Two: word form of the number 2

• Too: in addition

Day 2

Materials:

▪ A Chocolate Moose for Dinner by Fred Gwynne

▪ The King Who Rained by Fred Gwynne

▪ Large chart paper

▪ Markers

▪ ELMO machine

▪ Blank paper

Procedures:

1. Mention A Chocolate Moose for Dinner by Fred Gwynne

2. Ask students what they remember about the book from the previous day

3. Turn on the ELMO machine and re-write the homophone definition

o Homophones are words that are pronounced the same, but have different meanings – the spelling can be the same or different

4. Use specific examples from the book to show what homophones are – show using the ELMO screen

o Example: “Daddy says lions pray on other animals.”

- Explain to the students that in this example, the homophones are “pray” and “prey.” Although the two words sound the same, they are spelled differently and mean different things. The word pray (say and spell out the word) is a verb that means to address earnest request to somebody, whereas the word prey (say and spell out the word) is a noun that means an animal hunted by another animal. In the book, the child should use the word prey instead of the word pray, because the father is talking about lions preying on (or hunting) other animals. *Write out the homophone set so students can see the different spellings

o Example: “Daddy says there should be more car pools.”

- Explain to the students that in this example, the word “pool” is a homophone. The child thinks that her father is talking about a swimming pool full of cars, but he is actually referring to a car pool where people take turns driving to save on gas. A pool is a small body of still water (noun), but the word can also mean combining resources (verb). The word is spelled the same in both cases.

5. Gather the students around the reading rug

6. Explain to the students that you are going to read The King Who Rained by Fred Gwynne because the author uses similar word choice. Ask them to, once again, pay attention to the words that the author uses throughout the book.

7. Read The King Who Rained by Fred Gwynne

8. Shared writing – write similarities between the two books on large chart paper. Ultimately, you want students to recognize that the author is using homophones to play with language in both books. The students should recognize that the child is confusing the different meanings of words throughout the book. Students might also point out that both books follow the same format (“Daddy says…”).

Day 3

Materials:

▪ A Chocolate Moose for Dinner by Fred Gwynne

▪ The King Who Rained by Fred Gwynne

▪ Blank paper or lined paper

▪ SmartBoard

▪ ELMO machine

▪ Whiteboard and marker

Procedures:

1. Gather the students around the reading rug

2. Mention both books

o Students, remember when we read A Chocolate Moose for Dinner and The King Who Rained? What kind of word choice did Fred Gwynne use throughout those two books? What is a homophone?

3. Share several examples from each book to reiterate the concept of homophones

o Examples from A Chocolate Moose for Dinner

- “It says on TV there’s a gorilla war.” The child thinks that there is a war being fought by gorillas, but the TV program is actually describing a specific type of warfare called guerrilla warfare. In this case, the two words sound the same, but they are spelled differently and have different meanings. *Write the homophone set on the whiteboard so students can see the different spellings

- “Watch out for the under toe.” In this example, the child’s father is warning her to watch out for the undertow (a strong current that can pull you under water), but she thinks that he is telling her to watch out for a big toe underneath the water. *Write the homophone set on the whiteboard so students can see the different spellings

o Examples from The King Who Rained

- “Daddy says there was a king who rained for forty years.” The child thinks that the king had rain (or precipitation) coming out of him for forty years, but the father is actually explaining how the king was in charge, or reigned, for forty years. *Write the homophone set on the whiteboard so students can see the different spellings

- “Daddy says he has a mole on his nose.” The word mole has several different meanings, but it is always spelled the same way. A mole is an animal, but the word can also describe a dark growth on a person’s skin, which is what the father is saying is on his nose.

4. Have the students go back and sit at their desks

5. Ask the students to get into pairs and think of 2 examples of homophones together. Have the pairs share their examples and compile a class list of homophones using the ELMO so the students can see what you are writing

6. Type up the list of homophones that the class compiled and hand out to the students so they have a copy to hold onto and review

7. Choosing the correct homophone activity

o

- In this interactive online game, you choose the homophone that matches the picture shown. The game goes through 50 different questions. Use the SmartBoard to complete this activity. Complete the first 5 questions WITH the students to assure that they understand how to play the game. Then, ask students to raise their hands to provide answers for the remainder of the questions.

- You may use this time to take anecdotal notes on who is participating and providing answers (informally assess).

Day 4

Materials:

▪ A Chocolate Moose for Dinner by Fred Gwynne

▪ The King Who Rained by Fred Gwynne

▪ Homophone list from day 3

▪ Puzzle pieces

▪ Blank paper

▪ Colored pencils/crayons

Procedures:

1. Ask students to take out the homophone list that you typed up for them

2. Review the list of homophones with the class

3. Puzzle activity

o Using the list of homophones that the class helped to compile, you will make puzzle pieces with the homophone matches (make prior to teaching this lesson). For instance, one puzzle piece might contain the word “rain,” and another might contain the word “reign.” Cut apart the pieces and mix them up. Pass out the puzzle pieces to students (each student gets 1 puzzle piece) and ask them to find their homophone match. When they find their match, they should go up to the teacher’s desk to be checked (check to make sure that they have found the correct match). Afterwards, they should go back to their desks and illustrate what the word written on THEIR puzzle piece means on a blank sheet of paper. They may also write a definition of their word on the back.

4. Have the students turn in their illustration for evaluation

Evaluation:

Use the rubric below to assess the illustrations that the students turn in.

|Criteria |( |

| | |

|1. Paired up correctly | |

| | |

|2. Illustration matches word on puzzle piece | |

| | |

|3. Expresses an understanding of what a homophone is | |

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