Multiple Meaning Motivation
- Students will be able to identify and describe multiple-meaning words.
- Ask the class what it means to have a multiple-meaning word.
- Once the class has a chance to discuss, sum up their thoughts by telling them Multiple-meaning wordsAre words that sound or are spelled the same, but have different meanings.
- Show the book Good Work, Amelia BedeliaTo your students and tell them to watch and listen for something that could fit the multiple-meaning description.
- Read the story.
Explicit Instruction/Teacher modeling(3 minutes)
- Show students some examples of multiple-meaning words. For example:
- "In the Fall, leaves turn orange and fall to the ground."
- "Their family got there safely."
- "It was windy on the windy road.*
- Tell the students that they are going to take what they've learned about multiple-meaning words and put some multiple-meaning words into their own work.
- Model telling a story using a pair of multiple-meaning words. Be sure to clarify the character's thoughts, feelings, or ideas in your storytelling.
Guided practise(10 minutes)
- Allow students to brainstorm with seat neighbors some different multiple-meaning words that they could use in their own writing. Have them write down all their ideas.
- Have students choose their multiple meaning words. Then, have them take turns orally sharing a story with their partner. Tell partners to describe the events that happen in the story out loud and clarify the character's thoughts, feelings, or ideas in their storytelling.
Independent working time(20 minutes)
- Hand out writing paper and have students write a short story (about a paragraph) using at least one pair of multiple-meaning words.
- Ask students to add a drawing to their story to clarify the thoughts, ideas, or feelings of the character in the story.
- Form partnerships to share their completed story and drawing with each other. Allow them to make adjustments based on partner feedback.
- Challenge advanced students by requiring more than one example in their piece or require a more complex piece.
- Students who need support can use more simplistic pairs of multiple-meaning words drawn up by the teacher and magazines to cut pictures out.
- Observe students' brainstorming discussions and story descriptions to check for understanding of the lesson.
- Collect and grade writing pieces.
Review and closing(5 minutes)
- Collect writing when finished.
- Choose volunteers to share their stories and drawing descriptions with the classes.
- Make a class book with their finished work. The class can refer back to it throughout the year.