LESSON PLAN FORMAT

Planning format for Vocabulary Lesson

Your name ___Amber Harris___________ Grade ______2nd______ Topic

_____________________Multiple-Meaning Words_________

Alabama State Standard: ___"Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies."_____ [L.2.4] _____

____"By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range."________[RI.2.10]
_______________________

CCSS ELA-LITERACY.L.2.4: ____

___ELA-LITERACY.RI.2.10:
_____________________________________________________________

I. CONTENT: (What will be taught?)

This lesson will employ artistic and theatrical representation to help students understand words
with multiple meanings.

II. INSTRUCTIONAL OUTCOME/OBJECTIVE: (What students know at the end of the

lesson?)
Students will be able to define multiple-meaning words to support comprehension, and students
will be able to define words with multiple meanings using illustrations and movement.

III. INSTRUCTIONAL PROCEDURES: (What students will do?)

● Lesson initiating activity: introduce and model the strategy

● I will write the word "nail" on the board. Ask students to share what a nail is.
Allow a few students to answer.
● I will show the students the nail I brought from home. I would say, "Some of you
said a nail was the hard part on your finger. Other students were sure that a nail is
something you use to hang pictures or create things. Some of you even said nail
can be an action word. Who is right? Can words mean more than one thing?"
● I would allow students to share their reasoning for answering yes or no.
● I'll explain to the students that certain words have multiple meanings, such as the
word nail. Explain that words with multiple meanings are those that have more
than one. I would remind the children that you would be introducing two
definitions for each of the new vocabulary terms today, but that they should keep
in mind that some of the words have more than two definitions, depending on
how people use them in writing or speaking.
● I'll write and read out the following learning goal on the board: Today, we'll use
images and movement to define words with many meanings! I will have the
students chorally chant back to me the student-friendly learning goal.

● Core activities: guided practice

Word (10 minutes)

● I would hand out the vocabulary cards to the students and go over the
student-friendly definitions with them.
 ● I would divide the students into six small groups and give each one a
vocabulary card. I will provide each group with two blank pieces of white
paper as well as a variety of coloring products.
● I would draw an example of the blank vocabulary card on the board. Write
the word nail on the top of your example vocabulary card on the
whiteboard. Next, write the following student-friendly definitions on the
bottom of the example vocabulary card on the whiteboard: (noun) A nail is
the hard part of your finger. (verb) To nail something means to pound a
nail with a tool.
● I would sketch two illustrations to connect with each definition.
● I would explain to students that they will decide what pictures to draw as a group,
depending on their word's definitions. I will tell the students that first they will
draw small sketches on their vocabulary card and then draw two larger pictures
that illustrate their definitions. Reiterate that they do not have to write the
definitions on their larger pictures.
● I will allow students time to create their illustrations and rotate around the room,
providing assistance as needed.

Sentence (10 minutes)

● I will allow students to share their illustrations and definitions with the class.
● I'll instruct students to write two sentences for each definition on their vocabulary
card. On the whiteboard, write two phrases for the word nail. As you construct
your sentence, refer to the meanings on the sample vocabulary card to ensure
accuracy.
● I will supply whiteboards and whiteboard markers to each small group of
students. I will allow time for students to construct their sentences.
● I would have each group read aloud their sentences.

Discourse (10 minutes)

● In no order, I will tape all of the student illustrations to the whiteboard.

● I will explain that now each group will briefly come up with a short skit,
acting out one of the meanings of their multiple-meaning word. I will walk
students through the activity, using the word nail. For example, pretend to
paint your nails.
● Before they act out their skit, I'll remind the students to write their
vocabulary words on the board.
● I'm going to give the students a few minutes to write their skits. Then,
have each group (or a few groups) share their skits in turn. After each
group has shared their skit, I will have a student volunteer come up to the
 board and find the illustration that corresponds to the skit performed by
the students.
● I will have the students share what they think the word's meaning is, using
the following sentence frames: Based on the skit, I think the word ____
means ____. I think this because ____.

● Closure activity: independent practice

● I'll let student volunteers share a few of their favorite drawings, words, and lines from
each poster for a few moments.
● I'll explain to students why it's critical to recognize that some words have multiple
meanings to comprehend what we read and what people are talking about in regular
discussions!

IV. MATERIALS AND EQUIPMENT: (books, etc.)

● Glossary
● Vocabulary Cards
● Teacher copy of the Teach Background Knowledge Template
● Teacher copy of the Write Student-Facing Language Objectives Reference
● Six large pieces of white paper with one of the following words written on the top middle
of each (fold each paper down the middle so there are two columns): train, profession,
professional, record, power, pave
● Various coloring materials
● A nail from your toolbox
● 12 sheets of blank white paper
 ● Whiteboards and whiteboard markers

Key Terms:

TIER 1

Record: (v) to write something down or record music (n) if someone sets a record, they are the
best at something

Power: (n) the ability to accomplish something (n) to give power to something (i.e. electricity)

Pave: (v) to set down concrete, bricks, or stones (v) to help something happen

TIER 2

Train: (v) to prepare oneself to be in an athletic contest (n) a connected series of railroad cars

Profession: (n) a job or type of work that needs special training or study (n) a statement made out
loud that you believe to be true (n) someone who earns money by doing a certain job

Professional: (adj) doing a job as a way of earning money to live

TIER 3

Multiple-meaning words: words that have more than one meaning.

V. ASSESSMENT/EVALUATION: (How will the students demonstrate their knowledge?)

● I would post the anchor charts around the room and conduct a carousel activity.
● Students will rotate around the room, creating images and writing phrases and sentences
to describe the two meanings of each term. Students should write their names next to
their examples so that I can use them as a formative assessment.
● I will assess student understanding and use it to plan future lessons on multiple-meaning
words