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Homony Lesson Plan for Creative Arts

This is a lesson plan that I have put together on Homony's

 

Creative Arts Instructional Plan: Homonyms for a Third Grade Class

  

ETC 503

 

Creative Arts

 

Masters in Teaching Program

 

City University, Everett

 

July 28, 2007

 Leson 1

 

Homonym

PLANNING

LEARNING

   TARGETS/EALR(s)

Essential Question: What is a homonym?

 

Writing:

EALR 3. The student writes clearly and effectively.

Component 3.3 Knows and applies writing conventions appropriate for the grade level.

3.3.5: Applies usage rules.

  • Uses appropriate homonym (e.g., it’s vs. its, your vs. you’re, their vs. there vs. they’re, to vs. two vs. too).

 

Reading:

EALR 1:  The student understands and uses different skills and strategies to read.

Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.2 Apply vocabulary strategies in grade-level text.

          Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.

          Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).

          Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.

          Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.

 

The Arts:

EALR 3.  The student communicates through the arts.

Component 3.1: Use the arts to express and present ideas and feelings

          Express personal ideas and feelings through the arts

Component 3.2: Use the arts to communicate for a specific purpose

          Create and/or perform an artwork to communicate for a given purpose with instructor direction

EALR 4.  The student makes connections within and across the arts, to other disciplines, life, cultures, and work.

Component 4.2 Demonstrate and analyze the connection between the arts and other content areas

          Identify skills, concepts, and vocabulary common to the arts and other content area

 

Behavioral objective:

1.        The Third grade students will analyze what a homonym is through discussion and through singing.   

2.         The third grade students will interpret what homonyms by completing a worksheet of examples.  

3.        The third grade student will each create a symbol for a homonym to play the drama game Freddy’s Favorite Game.

4.        The third grade students will each design a “homonym tree” as a reference.     

 

STUDENTS

  

The class is made up of 28 students.  There are 15 male and 13 female students in the class.  There are two ADHD students and three students have a learning disability with reading.  The classroom is arranged in group seating, there are seven groups of four students.  To help the ADHD students and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts, and telling the students what needs to be done.  To assess for prior knowledge of students the teacher will remind the students of the prior two lessons on synonyms and antonyms through questions. 

CLASSROOM

 

The classroom rules were created by the students and the teacher at the beginning of the year.  The rules are: respect others, listen and follow directions, use kind words/actions/ and manners, hands/feet/objects to self, use appropriate voice level.  To manage the classroom the teacher will monitor the whole class.  The teacher will be consistent with rules.  The teacher will keep interventions brief, clear, and firm.  The teacher will also use statements that preserve the student’s dignity.  There is a star system in place for rewards for good behavior.   This lesson uses technology when the CD player is used.  Family involvement is not needed to complete this lesson.  

 

INTRODUCTION

   SET

The teacher will tell this joke:  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."  Then the teacher will ask the students: “why this is funny?” Then the teacher will tell the students that horse and hoarse are homonyms; which are words that sound the same but they have different meanings.  The teacher will then have someone remind the class what we learned about synonyms and anonyms before.  Then the teacher will say: “We know what synonyms, anonyms, and homonyms are now, what are homonyms again?” 

RATIONALE

Homonyms are an important part of speech and they can sometimes be very confusing to students.  Knowing what they are helps students to understand why words like “there, their, and they’re” are have different meanings but sound the same. 

 

BODY OF THE LESSON

INSTRUCTIONAL

   STRATEGIES

 

Large group:

     Inquiry Method

 

     Singing

 

   “Everybody Go…”

 

    

Small group:

     Complete a

        Worksheet

 

Individual:

   “Everybody Go…”

 

     Drawing

 

 

 

 

 

The teacher will use the Inquiry method when discussing what a homonym is, and when reminding the students about synonyms and anonyms.

The students will be singing a song as a whole class called “Synonym, Antonym, Homonym Chant” by Tim Bedley.

The students will be in a large group bringing back their symbol for their homonym word and sharing it with the class in the game Freddy’s Favorite Game

 

 

The students will (in groups of two) complete a worksheet of examples of homonyms to further their understanding of the concept.  

 

 

 

 

The students will be individually coming up with a symbol for a word that is a homonym so that they can share it in the game Freddy’s Favorite Game

The students will be individually completing a “homonym tree” (an example is attached).

LEARNING

   EXPERIENCES

Students will actively engage in their own learning by…

  1. Discussing what a homonym is.
  2. Engaging in the singing of the song. “Synonym, Antonym, Homonym Chant” by Tim Bedley.
  3. Completing the worksheet of examples of homonyms.
  4. Coming up with a symbol for their own homonym word given to them on index cards.
  5. Sharing their symbol and word for the homonym word in the game Freddy’s Favorite Game
  6. Completing a “homonym tree.” 
  7. Singing the song again.

   MONITORING

To monitor the class and their learning the teacher will walk around the classroom to see if the students are on task.  The teacher will regularly assess for students learning through general questions.  Students will be asked if they have any questions related to the material.  The teacher will also listen in on group conversations to monitor their understanding.   

CLOSING

   CLOSURE

The students will sing the “Synonym, Antonym, Homonym Chant” song one more time.    

ASSESSMENT

   STRATEGIES

The teacher will assess throughout the lesson by listening to groups work, by asking questions to students, and by walking around and monitoring what they are doing.  The finally assessment will be the “homonym tree.”  This will be a drawing that has the word “homonym” written in the trunk of the tree.  The definition of what a homonym is in the students’ own words and examples on the branches of the tree (see attached example).        

   FOLLOW-UP

The following day the teacher will ask their “homonym trees” and review what a homonym is and have the students that want to share examples of homonyms. 

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?  Were the procedures I used as effective as they might have been?  Did I adequately accommodate the learner’s needs?  Were demonstrations relevant to student learning?  Did the teacher provide relevant examples to enhance student learning?  What was done well by the teacher?  Would the teacher do this lesson again?

 

 Synonym, Antonym, Homonym Chant

Words to the song by Tim Bedley 

 

(Drum beat only)

Synonym means the same

Like lean and thin, smile and grin

Antonym means the opposite

Like happy and sad, good and bad

Homonym, Homonym, H- H-Homonym

Spelled quite differently but sounds the same

Like write and right. Hear and here

 

Homonym

 

Name______________________________________________  Date _____________

 

With your partner figure out what homonym best completes the sentence.

1. bare, bear
A _______________ tree stood in the snowy field.
The _______________ hibernated all winter.

2. be, bee
What are you going to _______________ when you grow up?
Carlos was stung when he stepped on a _______________.

3. cell, sell
The prisoner was held in a jail _______________ that had only a bed and a toilet.
Jon is trying to ______________ his old car so he can buy a new one.

4. die, dye
The children used food coloring to _______________ the Easter eggs.
The hot summer caused the grass in our field to _______________.

5. do, due
The library books are _______________ back on the 24th of the month.
What will you _______________ if you cannot get the car to start?

6. flour, flower
The recipe calls for three cups of _______________.
Bugs munched on the last _______________ on the rose bush.

7. hi, high
My grandfather called last night to say _______________.
The cat was so _______________ up in the tree that I could hardly see him.

8. hour, our
The meeting will last for about an _______________.
Then team will go to _______________ house for a cookout.

9. knew, new
Robert said he _______________ about the surprise party before it happened.
Don't worry, tomorrow is a ________________ day.

10. meat, meet
What time do you want to _______________ me at school?
My mother served _______________ and potatoes for dinner.

11. pail, pale
After a week in bed with the flu, father looked _______________ and weak.
The little boy scooped shovel after shovel of beach sand into the _______________.

12. pair, pear
Nicky bought a _______________ of shoes to go with her new outfit.
Mother packed a _______________ in my lunchbox.

13. peace, piece
Larry had the biggest _______________ of cake.
They hope for _______________ instead of war.

14. plain, plane
The dress was simple and _______________.
A small _______________ flew so close to our house we thought it was going to land in our living room.

15. road, rode
Amanda _______________ the horse along the beach trail.
They had to slow down to cross the _______________.

16. sail, sale
My mother bought four bottles of juice because they were on _______________.
Today is a great day to take the boat out for a _______________.

17. sea, see
You can _______________ for miles from the top of the mountain.
The big boat sailed out to _______________.

18. some, sum
What is the _____________ of those three numbers?
I wish I had _______________ money to buy an ice cream cone.

19. son, sun
We will head for the beach this weekend if the _______________ shines.
Mr. Johnson has one _______________ and two daughters.

20. threw, through
Bobbie looked _______________ all the drawers to find a pair of scissors.
The pitcher _______________ a fastball faster than any I had ever seen!     

Freddy’s Favorite Game

Stand in a circle.  In turn, each member will introduce a movement and vocal intonation to be copied as it’s passed around the circle.  Movement should be quick, members anticipating their presentation of the action (a la “the wave” in a sports stadium).  Action starts and stops with same group member, each “next” player changing the movement.

Have fun with this lesson

artinseattle.jpg
Taking a break from work

Cool Picture

This is a picture that my aunt took of some artwork in Seattle