Mini+Lesson+Draft+-+PS

Paige Smith, ECI 430, 10/19/12 -Students will be able to distinguish which homonym to use when they read or write. -Students will be able to pick out homonyms by reading text. Grade 6: Writing Standard 3- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Grade 7 & 8: Writing Standard 3 -Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
 * UNIT TITLE:** Composing sentences with correct structure and words.
 * LESSON TITLE**: Picking out homonyms and distinguishing their meanings.
 * CONTEXT:** This lesson is designed for 7th graders, who need a clearer understanding of words that sound the same, but have different meanings. I plan to have students read quotes from the novel //The Giver// and find homonyms. Students will be using this novel for reference because they are reading it in their English class. Before giving the students the quotes, I will explain to them what a homonym is and how they are used in sentences. Examples will also be provided.
 * OBJECTTIVES:**
 * COMMON CORE STANDARDS:**
 * MATERIALS:**
 * Power Point or other tool with example of homonyms
 * Copies of quotes from //The Giver// (each student will receive a copy)
 * Highlighters


 * TIME:** 12 minutes
 * INSTRUCTIONAL PROCEDURES:** This lesson will be taught after reading //The Giver.//
 * Intro**- I will ask students if they know what a homonym is. Students may give feedback or examples. After this, I will explain to them what a homonym is.
 * Instruction-** (Power Point) 4 minutes.


 * 1. Give an example of a homonym of two girls whose names are both Brittany. Their names will be spelled differently and they will look different. This will give students a chance to realize that homonyms sound the same, but have different meanings and spellings.**


 * 2.Give examples of homonyms such as:**
 * i.** **Bare/bear**
 * ii.** **Be/bee**
 * iii.** **To/Too/Two**
 * iv.** **Blew/blew**
 * 3. Review-** 5 minutesStudents will then have their own time to practice with the words.
 * 1) **I will give students the same quotes from //The Giver// and they will have to highlight homonyms.**
 * 2) **We will then come back as a class and discuss what homonyms they found.**
 * 3) **If they provide an example, they are to give the correct definition and the other homonyms that are paired with it.**


 * 4. Closure –** 3 minutes. **I will ask the students if they have any questions.**


 * EVALUATION:** I will know if my students learned from this lesson by giving them a follow up activity. Also students will be writing a paper later in the unit and I will be able to see if they used the homonyms correctly.


 * ACCOMMODATIONS:** Any students that have special need, I will accommodate with them. Examples would be if students had visual impairments, I could provide bigger font on for the quotes. If students need for me to read the quotes aloud, I can do so as well.