Lesson+1+Emily+Tabor

(Artifact: link to real world, website, book, picture, etc.) || *Homophones are used in everyday life, if someone uses a homophone word in wrong context then the meaning of whatever is trying to be said can become distorted, confusing, and misleading. (Factual information/Vocab Includes sample feedback loop) || * How can we learn what homophones are?
 * **Lesson Title:** || **What Does That Mean?! Filamentality Lesson (This lesson should take 60 minutes/1hour)** ||
 * Subject Area: || ELA ||
 * Grade Level: || 3rd ||
 * Unit Title: || Constructing Meaning and Comprehension ||
 * GLCEs/ HSCE: || **//__ R.WS.03.08 __//** In context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary. ||
 * METS-S/NETS-T || **//__ NETS-S 3B: __//** Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * Essential Questions: || *__Essential Questions for Students:__
 * What is a homophone?
 * Besides using the internet to find out what a homophone is, what is another way that we can find out what homophones are?
 * What are some examples of homophones? ||
 * Objectives: || Students will be able to differentiate (with pictures) and define (write short definition of each word) homophones in a original homemade picture booklet after visiting and interacting with the filamentality website on homophones and by reading and listening to the trade book Dear Deer by Gene Barretta read aloud by the teacher. ||
 * Tools and Resources: || * Computer (Filamentality teacher made website)
 * Dear Deer trade book
 * Construction Paper
 * Straw
 * Rubber Band
 * Pencil
 * Glue
 * Colored Pencils/Markers
 * Homophone list
 * Dictionary
 * Pictures from Magazines, Internet, Newspapers, etc.
 * [|Filamentality Website] (look below for additional info)
 * Jing further directions for students
 * [[file:homophone booklet rubric.docx]] ||
 * Rationale: || Being able to differentiate and define multiple meaning words is essential because students need to decipher and learn how to use the resources needed (dictionary, computer, etc.) to figure out what different words that sound the same but are spelled differently mean, that there is an actual difference. ||
 * || **Sequence of Activities:**  ||
 * Anticipatory Questions/Activity: || **//__Oral Anticipatory Set Questions:__//**
 * What do you think a homophone is?
 * Can you think of any homophone examples?
 * What are the differences between these two words? ||
 * Body of Lesson Plan:
 * //Segment #1//**
 * Dear Deer trade book
 * Teacher will allow students to use the computer for the pre-made exploring homophone lesson on the filamentality website.
 * Students will relate to homophone words that they use in everyday conversation, because they will be able to notice which words they do/do not use. ||
 * **//Segment #2//**
 * Acceptable Student Answers:
 * A dictionary, Google, the internet, reading.
 * Homophones are what exactly? (Please ask to include examples, ask students to write example words on the board.)
 * Student Answer:
 * Homophones are words that are pronounced the same but have completely different meanings! Um...for an example, dear and deer: D-E-A-R is when writing a letter to someone or a nickname. Whereas, D-E-E-R is an animal that lives in the forest.
 * Can homophone words, if used incorrectly, get someone confused about what we're trying to say/communicate?
 * Student Answer:
 * Yes!
 * Is there a difference between homophones and multiple meaning words?
 * Student Answer:
 * Nooooo! Multiple meaning words mean the same as homophones. Multiple meaning words may be pronounced the same like homophones but mean completely different things too!

(Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || *Teacher will read aloud the trade book: __Dear Deer__ by Gene Barretta. (Detailed directions on how to complete activity) || 1.) Start with the Oral Anticipatory Set Questions and Activities:
 * __Vocabulary:__**
 * Homophones
 * Multiple Meaning Words ||
 * **//Segment #3//**
 * Students will now go and explore what homophones are on the filamentality website and write down their observations.
 * Students will gather as a class after their findings and complete a Think-Pair-Share activity, then observations will be shared with the class.
 * Students will gather the materials provided to create a homophone/multiple meaning word booklet. ||
 * **//Segment #4//**


 * The teacher will now ask the first anticipatory set question:

**__Give students 15 minutes for this activity__** B-E-A-R and B-A-R-E? This is an example of a homophone because these two words are said the same way, but are spelled completely different and have different meanings! Like B-E-A-R means the animal, and B-A-R-E means naked. **__This activity should take 10 minutes__**
 * What do you think a homophone or what multiple meaning words are? (Allow students to think 3-5 seconds about the question)
 * When students are thinking of what a homophone could possibly mean, write an example on the board: Bare and Bear; then ask if anyone has a guess to what a homophone is.
 * Student Answers:
 * I don't know.
 * So these words are spelled differently, but sound the same right?
 * Yes....
 * Well I want you to keep that an example in your mind while we explore what homophones and multiple meaning words are on the computer using Filamentality, which I have prepared for you to use. During this activity I want you to write down anything interesting you find on the links provided to you, because we are going to do a Think-Pair-Share activity afterwards with a partner, then have a discussion. So pretend to be explorers and find as much as you can about homophones on the website! Ready?...Set?...GO! (sound excited, let students each grab a Mac computer).
 * While computers are warming up (link will already be on every computer on the favorites bar in Firefox or Safari) get ready to demonstrate how to navigate to the website/internet on the projector.
 * Okay so now that everyone's computer is warmed up, please put on your thinking caps (pretend to put on thinking cap on your head), eyes up here and watch me go to our class filamentality page.
 * First we click on Safari/Firefox
 * Then notice up here on the toolbar? (point over: what does that mean?! link/button; make sure students are paying attention, if not do chant: buh buh buh buh...(they'll finish the rest)).
 * HERE'S the LINK if it DOES NOT WORK:
 * Filamentality Website
 * After you show how to navigate to students, let them "explore", and if they need further help locating the filamentality button/link, direct them to use Jing (which will already be accessible for students under the "sun" on top of the computer screen, located under "history" when scrolled over the sun; which will give them further directions on how to get to the website).
 * Jing further directions for students
 * After letting students explore the filamentality website for 15 minutes, have students put away the laptops and then tell them to each student find a Think-Pair-Share buddy/partner.
 * Once every student has a partner let get with their Think-Pair-Share partner, and tell them to discuss for 1 minute about their observations while exploring the filamentality website on homophones, and that after 1 minute they're going to come back as a whole class and talk about what they observed/learned.
 * Teacher: So while you guys were talking and exploring what homophones were what do you think homophones are?
 * Student Answers:
 * Words that sound the same but mean different things!
 * Can you think of any examples of homophones?
 * Acceptable Student Answers:
 * Answers will vary.
 * If students can't fully give examples of homophones then say: "Well remember our example of (point to the board)
 * Is there a difference between the word: homophone and the words: mutiple meaning?
 * Student Answer:
 * Nope!
 * Give students praise for doing such a good job on completing this activity, and now introduce the trade book: __Dear Deer__and read it to them on the reading carpet, you'll have to ask them to join you on the reading carpet (while reading the book stop every few pages to ask what words are homophones in the book and what each of those words mean, if students some of the students have a difficult time, hint them to use the pictures in the book to help them).
 * Read the trade book __Dear Deer__ written by Gene Barretta out loud to the students, and following the directions in the previous bullet point.
 * After reading the trade book, ask students what homophones are once again and give one example (just to reinforce the concept; try to get the students to think of an example aside from the book).

**__Making the Homophone Booklet should take about 10 minutes__**
 * When you get finished reading the book, have students go back to their original seats and you'll give them further directions on the new activity that they will be doing with homophones.
 * Directions (You're going to have to model how to make the homophone booklet, I left a final product on the desk for you in the purple ELA folder):
 * Okay class, we're going to need to get 4 pieces of construction paper (ex: yellow, pink, green, purple), please pick colors that you can read the writing on because we're going to be writing in our homophone booklets!
 * Dismiss students by rows otherwise it'll be chaos, trust me!
 * Okay, so now that everyone has their four pieces of construction paper, we're going to be making our own homophone booklet.
 * We're going to put all of our four pieces of construction paper on top of each other, and then fold hamburger style (fold yours hamburger style and wait for students to do the same, to encourage students say: hold up those hamburgers! (really excited)).
 * Great job you guys! Now we're going to make two holes, one for the top of booklet and one for the bottom because we're going to make a straw and rubber band binding (hole punch one hole in the top left corner of your booklet and one hole in the bottom left corner of your booklet; you may have to help students with this part).
 * Now we're almost done, keep up the good work! Now we're going to take our rubber band and pull it gently, stick one end through one hole and put the straw in at the hole you just looped your rubber band through. Next, we're going to pull that rubber band on the inside and bring the rubber band outside the other hole and stick the other end of the straw through that rubber band piece, and voila you have a booklet! (You're more than likely going to have to help with this process, if a few students do it and complete it correctly have them help their peers.)
 * Next, you're going to title your booklets: My Homophone Booklet, and underneath the title write: by: (insert name).
 * Now with this activity everyone, you're going to use magazines, newspapers, and internet, which your teacher has provided, to find 4 pairs of homophone pictures and then glue in the booklet (show booklet) and write the definition (tell students they will need to the dictionary for the defining portion) of each picture/word on the bottom of the page (show booklet again).
 * So for example, we have a MEET picture on one page with the definition, and on the opposite page we have MEAT and the definition. This is what your booklet is going to look like at the end.
 * Let's get started on this activity, row 1 go get your supplies, row 2...etc.
 * Allow students 20 minutes to work on their booklet, and the last 5 minutes before the next lesson, have them clean up the supplies please.
 * Announce to students when there's 5 minutes left to them completing the activity, that if they're not done it is homework, and if they are done to please put it in their completed folder in their desk, since I'll be collecting them tomorrow.



Unit Plan Emily Tabor | Lesson 1 Emily Tabor | Lesson Plan 2 Emily Tabor | Lesson 3 Emily Tabor | Lesson 4 Emily Tabor | Lesson 5 Emily Tabor ||