Brianna

Brady
EDI 330-01
Lesson Title: Multiple Meaning Words in Vocabulary
Grade: 3rd

A Standards
CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.3.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.3.4.D
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.

B Objectives/Targets and I CAN statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments re used to inform instruction?

The students will (TSW) write two sentences and two pictures explain the two multiple
meanings of a given word.

I CAN write two sentences using the two meanings of a word.

Formative Assessment
Students will provide their understanding of multiple meaning words in two ways. Children will
write the word in two of the necessary ways as well as drawing the meaning of the words in a
provided worksheet.

C Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

A. Lesson Management:
Discuss Vocabulary.
Use glossaries or dictionaries to determine vocabulary definitions.
Discuss multiple meaning words.
Use multiple meaning words in a sentence.
Illustrate their writing.
Show the teacher your sentences and explain the meanings and how they found them.


 Brianna Brady
EDI 330-01
B. Student Management:
1. Movement: Students will bring up their matching pictures to the given teacher
lead examples.
2. Active Student Participation: Students will actively participate in creating
sentences, responding to questioning, bringing up matching pictures, discussing
during turn and talks, and working individually.
3. Classroom Management Focus: I am going to focus on students in on way to
check to make sure that they are on task and understanding. Students will use
their R.G.Y (red, green, yellow) check understanding cards to indicate their level
of understanding.

D Introduction: Creating Excitement and Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

The teacher will (TTW) generate interest on multiple meaning by playing a short
YouTube Clip about multiple meaning words through an M&Ms commercial.
(https://www.youtube.com/watch?v=G0K-aQYSb6Q)
TTW generate interest by handing out the multiple meaning word packets.
TTW review with the students by pulling on prior knowledge of multiple meaning
words through a question what do you know about multiple meaning words?
TTW review the given anchor chart with the students.
TTW model proper sentence writing format.

E Input: Setting up the Lesson for Student Success

Task Analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded?

Task Analysis
o Introduce students to the Target learning Goal (display with doc cam),
Ask them to think about the goal throughout the lesson
o Have students get out their Treasures Reading Books and turn to page
48.
o TTW introduce new vocabulary words
o Discuss the definitions of these words (students can refer to the glossary
in their text book)
o TTW introduce the check for understanding topic, which is multiple
meaning words
o Display the anchor chart and explain to students what multiple meaning
words are
 Brianna Brady
EDI 330-01
o TTW discuss the vocabulary word beamed and its multiple meanings
o Check R.G.Y Cards for Understanding
o Show YouTube Clip (https://www.youtube.com/watch?v=G0K-aQYSb6Q)
o Discuss the importance of knowing the meaning of a word and when it
might affect you or someone in their life
During this time TTW hand out packets to students
o TTW model one example to the students using the Doc Camera by
displaying a word, discussing the two meanings, showing two pictures,
then discuss the meanings.
o Check R.G.Y Cards for Understanding
o TSW bring up their picture if it matches the example the teacher gives
(via doc cam); they will also volunteer to supply sentences.
o Check R.G.Y Cards for Understanding
o Briefly model/explain turn and talks, and what they will do
o TTW have the students do a turn and talk completing the four definition
cards in their packet.
o TTW explain their writing/illustration assignment, stating that once their
written part is done, that they may begin illustrating.
o Check R.G.Y Cards for Understanding (before passing worksheets to
students)
o When students have completed writing and illustrating they will bring
their paper to the teacher(s) and briefly explain the two meanings of
their given word and how they figured out the two meanings.
o Closure
**Early finishers will turn over their papers and draw a picture of
characters using the multiple meanings of words, like what we saw in the
commercial.
**Early finishers could then read the passage Community Works on
page 48-49.

Thinking Levels: Questions to engage students thinking
Remembering: What are multiple meaning words?
Understanding: Give two example sentences of a multiple meaning word.
Applying: Explaining to the teacher the two different meanings of the word.
Analyzing: How can we figure out the right meaning? What resources can we use?
Evaluating: Showing that they understand through words and pictures of a given word.
Creating: Drawing their own characters or write a short story giving examples of using
multiple meaning words.

Accommodations: Differentiating to meet student needs
1. Remediation/Intervention: Students who struggle in Language Arts may only have
to write a minimum of one sentence and draw one picture.

 Brianna Brady
EDI 330-01
2. Extension/Enrichment: Highly motivated students in Language Arts may draw or
write their own characters or story giving examples of using multiple meaning
words.

Methods, Materials, and Integrated Technology:

1. Materials and Integrated Technology
Multiple Meaning Packets
Pencil
Anchor Chart
Teacher Modeled Multiple Meaning Handout
Teacher Modeled Multiple Meaning Words and Pictures
Document Camera
YouTube Video- Multiple Meanings M&M Commercial
Student Formative Assessment Multiple Meaning Worksheet
R.G.Y (Red, green, yellow) understanding cards

F Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

Introduce new vocabulary words
Discuss the what multiple meaning words are (anchor chart)
Role play turn and talk
Model how to write sentences of multiple meaning words

G Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

Bring up the corresponding picture to modeled word.
Practice giving sample sentences of multiple meaning words.
Turn and talk with a partner on using context clues to find the matching
definition of the multiple meaning word.

H Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?

Practice giving sentences and pictures to match given words.
Practice multiple meaning with definitions in turn and talks with partner.
 Brianna Brady
EDI 330-01
Check R.G.Y cards for understanding.

I Collaborative (You Do Together) and/or Independent Practice (You Do)
What practices will be demonstrated/modeled?

Collaborative:
Students will turn and talks with their seat partners.

Independent Practice:
Students will write two sentences and draw two pictures to illustrate the
multiple meanings of a given word.

J Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connected to future learning will occur?

Teacher will restate the I Can Statements
Students may ask for volunteers to share examples of their writing
Teacher will indicate how today learning will connect to future reading and
writing.
o EX: Today we learned about _________, you might use this
when__________.

K Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?

If students work contains two complete sentences using appropriate meaning of
the two words, then the lesson objectives have been met.

Data will then be gathered to drive future instruction.

L Reflection
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment date how will you change the lesson or instruction for next
time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Where there any surprises?