Student_Teacher: Kristen Bickel
Coop_Teacher: Dombchik and Raskin
Lesson_Time: 30 minutes
Remote Name: 184.108.40.206
Students will be able to recognize homonymes and use them correctly using context clues. This strategy will be able to be applied to future reading and recognition of homonyms.
The class has a general knowledge of homonymes and have had many spelling word that are homonymes. This strategy will help them identify the homonymes in their reading and use the context clues to figure the correct meaning in the context of the text.
State Standards- Standard Two states,"Students will construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading and viewing." Standard Three states, "Students will access, organize, and evaluate information gained by listening, reading, and viewing."
The story I am going to use to introduce this strategy is Teach Us, Amelia Bedelia. This book follows Amelia Bedelia through her adventures as a substitute teacher. She is given a list of things to do, and as she reads the list literally she messes up a lot of the classroom prcedures.
The story, Teach Us, Amelia Bedelia by Peggy Parish. Blackboard and chalk to reprduce the list that Amelia Bedelia messes up.
To introduce this lesson we are going to review what homonyms are. Brainstorming, to produce a list of other homonyms the children know. I will then explain that we are going to discuss homonymes by reading about Amelia Bedlia. I will expalin how she had a list, that messes her up. I will show them a copy of what her list might look like. Explain how each thing on the list can mean two things. Explain that as a reader we have to use context clues to figure out exactly what the author means. As we cross
Read Teach Us, Amelia Bedelia. While reading cross off each thing on the list as she does it. And conduct a breif discussion as to how and why she messed it up. As we cross things off the list, review what context clues we used to figure out what she was suppose to do.
After reading the book, using the list the children made of homonyms the already know, make sentences that can mean two different things. Ask the children to provide context clues to convey what they want it to mean.
The children can be assessed through out this lesson, based on the quality of the answers they give, in the discussion.