EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 5

7/27/2019 EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 5

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Assignment #3: Collaborative Planning

Submitted By: Karen Berrios

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Instructor: Karen Powell


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Lesson Title: Word Study: Multiple-Meaning Words Submitted By: Karen Berrios

TrophiesTeacher Edition: Changing Patterns-Theme 3 (3-1) T.Ed Pages: 407I

TrophiesStory: Sayings We Share; Proverbs and Fables CCSS: L.5.5C

EDRL 442 - Fall 2013 Assignment #3Page 2

A. Summary of the Lesson Plan:The students will learn about homographs and how some words with the same spelling

have different meanings. The students will use dictionaries to define well/well, lumber/lumber,

and ground/ground. The lesson is an activity for the Trophies story Sayings We Share: Proverbs

and Fables and it should take about 15-30 minutes to complete.

B. Student Population: Grade Level: 3rd Grade Skill Level: All learning levels Groupings: Small groups and independent

C. Materials: Trophies T Ed 3-1 (Changing Patterns)Page 407I- Homographs Journals Dictionaries Example of activity (Bottom of page) Paper Pencils

D. Objectives:Common Core State Standard

L.5.5c Use the relationship between particular words (e.g., synonyms,antonyms, homographs) to better understand each of the words.

Learning Targets

Knowledge Targets:

Students must define synonyms and antonyms. Students must define homographs as two or more words that are spelled the

same but have different meanings and origins (e.g., fair/fair, left/left,

bear/bear).

Vocabulary

Adjective Describe/descriptive Synonym

Student-Friendly Learning Targets


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I can identify and define synonyms.Student-Friendly Vocabulary

Start Well /well Lumber/lumber Ground/ground

E. Procedure:1. The class will start the lesson with a warm up.

The students will be asked to look at the word set. They will be asked, Whatdoes this word mean?

After the students answer the questions, they will be asked, What othermeaning can set have?

I will explain the answers for both questions. This will introduce what the lessonwill consist of and be about.

All of the students answers will be written in their journals.2. When the students finish the warm up, I will explain that words with the same spelling,

but different meanings called homographs.(Example at the bottom of page).

The students will be given a couple words to look up in the dictionary in order tohelp them understand the meaning of homographs.

The words are: well/well, lumber/lumber, and ground/ground.The students will also draw pictures that represent the meaning of each word to

ease their leaning.

The students will work in small groups and write their answers in their journal.3. After the students complete the activity, they will be asked to share what they learned

and what surprised them when learning about homograph words.

The students will also share their pictures with their group.4. As a ticket out the door, the students will write a small poem using the homographs

words they previously learned.

The students will also draw pictures of the words they used.F. Closure:

The teacher will sum up the lesson and elaborate on what the students learned abouthomographs; the teacher will also explain why its important to learn about homographs. By

the students sharing what they learned as well as their pictures, it will reassure the students

that what they learned and did was correct. The ticket out the door makes the closure fun

and engaging because the students are doing something different.

G. Assessment:Assessment Tool


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The students will turn in their journals and ticket out the door. The students will also be

informally assessed by how they participated, answered questions, and completed their work.

This will inform the teacher on how well the students were grasping the concept of the lesson as

well as if they understood the concept through out the lesson.

What Is Being Assessed?

By the students reading, writing, and answering the questions about homographs and

representing the meaning of each word by using images/visuals, it will inform the teacher on how

well the students comprehend the lesson.

H. Reflection& Thoughts:Which part of the lesson do you think will be the easiest to teach?

The easiest part of the lesson would be the activity. The students will be using the

dictionary to find their answers and drawing visuals to ease their understanding of the word(s). Iwill only have to monitor/supervise the students and help those who are struggling.

Which part of the lesson do you think will be the most challenging to teach?

The most challenging to teach would be the explanation of homographs because Im not

sure if third graders will be able to understand the concept that words that are spelled the same

have different meanings. Especially, those students that are struggling, but I think that by using

the dictionary and drawing pictures, it should ease their understanding.

What lesson or concept should be taught prior to this lesson?

I think that finding context clues in a sentence should be taught prior to this lesson. This willfacilitate the students comprehension because if the students encounter a sentence like she

threw a penny in the well. By the students using context clues,they will be able to understand

that well is a hole dug to obtain water.

How will you follow up or extend this lesson?

I would extend this lesson by the students using homographs. The students will write a story

and draw pictures that represent the highlights of the story. I think this would engage the

students, ease their leaning, and most importantly, for them to have fun.

What will you do for students who dont grasp the concepts?

I will help those students that are having a hard time using the dictionaries because they

might not have been taught how to use them properly. I will also show examples and guide the

students; I believe this will help them understand the concept or for them to have an idea of

what they need to learn.

Which part of the lesson, if any, do you think might need to change?

I would change anything on this lesson.

When you were writing this lesson plan, what was the most difficult part?


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The most difficult part when writing this lesson plan was finding the correct standard. I

couldnt find a standard that best suited the lesson, but when I found it, it was for fifth graders. I

wasnt sure if I could use it at first, but then I realized I could breakdown the standard and focus

on a certain concept. After finding the standard and realizing how I could use it, the lesson plan

wasnt difficult to make.

Example of activity.

Documents

EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 5