 |
Powerful Lesson Plans |
|
|
Professional
Employment |
Jocelyn Dumaresq Grade Level: 5th to 8th grade Curriculum Standard: This lesson will meet New Jersey Standard 3.2: All Students Will Listen Actively In A Variety Of Situations To Information From A Variety Of Sources, especially: 3. Listen for a variety of purposes, such as enjoyment and obtaining information and 6. Develop listening strategies, such as asking relevant questions, taking notes, and making predictions, to understand what is heard. Also, we just covered a story in Ms. Cunningham’s class (I believe it was an excerpt from The Magic Tollbooth) that dealt with homonyms and I thought this would be a good introduction (or even a review) for the students. Objectives: After completing this lesson, the student will be able to: participate in active listening, respond to and solve an oral problem, recognize homonyms auditorally and visually, give examples of homonyms and demonstrate their knowledge of different homonyms through a short quiz. Presentation of the problem: Without handing out my student situation sheet, I will begin by telling this story: “It reigned for 40 years. But, the children still went out to play, the farmers’ crops grew normally and life went on as usual. How could this be?” (It is clear from the written version of this story that “It” is a fictional king and the word “reign” is meant to be confusing. This is why I will not pass out the sheet before the problem, as it would give away the point of the lesson.) Introduction of the process: After posing the question, I will inform the students that they may ask me only yes or no questions in order to discover the answer. I will make “yes” and “no” columns on the board so I may record their answers. Before beginning, I will remind the students that this is a group process, meaning that it is important to listen to everyone’s answers. Gathering data: As the students ask various questions, I will attempt to highlight the important details that will lead them to the answer. My goal is merely to help them to the answer by being a guide. Summarizing: When the students have successfully solved the question, I will ask the students to summarize the story. The answer is “It” is a fictional king who ruled over a kingdom, so of course life would go on normally. Formation of generalizations: Here, I will pose the question: What made this problem so tricky to solve? The students will probably answer that the idea of “reign” having a double meaning was confusing. Then, I will ask the class is anyone knows what “reign” and “rain” have in common and what the name of this device is, thus, introducing the idea of the homonym. Checking for understanding/Evaluation: After giving the definition of a homonym and handing out the student situation sheet, I will ask the students for other examples of homonyms. Then, as a class, we will go over the questions I have provided on the sheet. These are simple fill in the blank/multiple choice questions that ask the student to choose the correct homonym. (See attached sheet.) Conclusion: To conclude, I will restate the definition of a homonym and repeat that careful listening is necessary in order to avoid misinterpretation of a speaker. Student Situation Sheet It reigned for 40 years. But, the children still went out to play, the farmers’ crops grew normally and life went on as usual. How could this be? In this problem, the word “reign”, meaning to rule, sounds like the word “rain”, meaning to precipitate. These words are homonyms, or words pronounced alike but different in spelling and meaning. Test your homonym knowledge!1. The ___ looked dashing in his armor. 2. I have blond hair and ___ eyes. 3. I ___ my bike yesterday, so my legs are sore. 4. He ate the ___ cake. 5. Take me ___ your leader! 6. To ___ means to plant seeds. 7. Do not ___ in the affairs of other. 8. He ___ flowers to his mother on Mother's Day. |
Learning /
Developing
a Service Learning |