Rationale: Students can improve their writing by learning about the correct use of homonyms, words that are pronounced the same but have different meanings.
Students Goals and Objectives: Ã¢Â?Â¢ Use a variety of modes of communication to promote learning (8.2) Students will be reading, writing and speaking about the subject to build on their understanding of homonyms. Ã¢Â?Â¢ Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both by themselves and with their classmates for the lesson. Ã¢Â?Â¢ Use their understanding of students to create connections between the subject matter and student experiences (4.2). Students will relate their own experiences in the classroom to the lesson. They will practice different homonyms that they may have difficulty with. Teacher Goals and Objectives: Ã¢Â?Â¢ Model a commitment to lifelong learning students (1.3) Students will develop an understanding of why correct homonyms use is so important to their everyday writing. Ã¢Â?Â¢ Select instructional materials and resources based on their comprehensiveness, accuracy, ideas and concepts (2.3). The materials used to teach this lesson will be developmentally appropriate and will explain clearly the subject being taught. Ã¢Â?Â¢ Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of the topic. Ã¢Â?Â¢ Design instruction that accommodates individual differences (4.1). The project is well developed for all students, regardless of time needed or ability.
Cooperative learning is encouraged. Ã¢Â?Â¢ Make appropriate accommodations for students who have learning differences (4.4) They can learn in a variety of ways, including orally, kinestically, and visually. Ã¢Â?Â¢ Communicate clear expectations for achievement that allow students to take responsibility for their own learning (6.7). Students will know what they are being assessed on for successful achievement. Ã¢Â?Â¢ Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson. Instructional Materials and Resources: Ã¢Â?Â¢ Dictionary Ã¢Â?Â¢ Paper Ã¢Â?Â¢ Handouts concerning homonyms and their correct use Ã¢Â?Â¢ Scissors, to cut out the strips for the word activity Ã¢Â?Â¢ Homonym story
Learner Factors: This lesson incorporates Gardner’s Eight Intelligences. The subject matter will be discussed orally for those who leave from interpersonal and social methods. The activity will be provided for those children that feel they better express themselves on paper, as well as the use of discussion for those who are verbal and linguistic learners. Visual learners will be able to see the words as the stories are being read. This hands-on lesson will also do well for different levels of learners. Adequate time and attention will be given with the activity and discussion. Help will be offered, at any time, to any students requiring it. Students will get the opportunity to work together and independently to maximize the opportunity to learn.
Environmental Factors: No significant changes will be used for this lesson. Instructional Sequence: Motivation: As this is the first lesson, the teacher will break the tension by telling a joke that relates to the topic. The joke goes: A Shetland pony walked into a McDonalds and waited in line to place his order. When his turn finally came, he said (in a soft, raspy voice), “I’ll have a Hamburger Happy Meal with a Coke, please.” The woman behind the counter frowned and replied, “Sir, you’ll have to speak up. I can’t hear you.” The pony looked at her and repeated (in the same soft, raspy voice), “I’ll have a Hamburger Happy Meal with a Coke, please.” The woman frowned again and looked rather aggravated. She said sharply, “Sir, I still can’t hear you. There are lots of people waiting in line. You’ll have to speak up or leave the restaurant.” The pony smiled understandingly and replied (in the same soft, raspy voice), “I’m sorry. You’ve got to excuse me. I’m just a little hoarse.” After the students stop laughing, the teacher will ask the students “Why do you find this passage funny?”. The students will be asked if anyone knows “What do we call two words that sound the same but have different meanings?”. The students have previously been introduced to this topic so it is expected they will be able to provide the necessary information. The teacher will ask students “Could you give me some examples of homonyms?” Then five will be written down and presented to the students for analysis. A worksheet will be presented and the students will be split into two groups of two students.
The students will have to read a sentence, underline any homonyms they find and write down what the difference is between the words, although they sound the same. When the groups are done, the teacher will read the sentences one by one and ask the groups for their answers. The teacher, in order to make the lesson harder, will have previously cut out the words on strips of paper. The paper will be place face down. The student groups will each take half the slips of paper, and have to write a story containing all the words they chose. The dictionary can be used at any time. After the students have written their stories, they will read them to the other group.
The groups will exchange the slips of paper they have used to write these stories. AS the story is being read, the group that is listening will need to pay specific attention to the homonyms in the story. They will be picking out the homonyms that have been used in the story and putting them in correct order. Teacher Modeling: The teacher will explain the purpose of this activity before it begins, so that the students have an understanding of how this lesson will be useful to them. The teacher will also model how to correctly accomplish the activity by working through the examples with the students. Closure: When the activity is complete, students will be able to express their opinion on the lesson.
A review on homonyms will be given. Using oral and written means, students will be asked to evaluate the lesson and discuss what they have learned during the course of the lesson. The students will be asked “How has the activity today been useful to you?” and “Why is it important that we understand homonyms?” Assessment Activities: Students will be actively engaged in-group discussion before and after the lesson. The teacher will examine their understanding both using oral and written means. The students will show their understanding through their listening skills as well. Their participation in the lesson and within the group will also be recognized.