This unit will explore the world of homonyms and how they can make communicating
with others confusing. Each student will choose a book by Fred Gwynne, (“A
Little Pigeon Toad”, “The King Who Rained”) or any of the books
by Peggy Parish, (“Thank You, Amelia Bedelia”, “Amelia
Bedelia’s Family Album”,”Amelia Bedelia”).
It is designed for use with students in speech/language therapy at the
6-8 grade level.
What do
we call words that sound the same, are spelled different but have different
meanings? Do you “know” or “no”? These
words are called homonyms or homophones. We
will learn how the meanings of these words and the way that we use them can make
what we read and/or hear hard to understand.
Subject:
English/Language Arts, Literature
Learning
Level: Speech-Language Students (6-8 grade)
Author:
Kelli Barnhart/SLP
Reading:
v Use background knowledge and experience to comprehend text
v Use reference tools to retrieve and manage information
Writing:
v
Use writing as
a means to paraphrase/summarize what is read/heard
v
Apply rules of
grammar in written communication
v
Use simple
figurative language in writing
v
Use available
technology in editing and revising
Listening:
v
Summarize,
respond to, and evaluate group activities
v
Use questions
to clarify instructions and directions
v
Combine new
information with prior knowledge for recall
Speaking:
v
Use feedback
from listeners to improve speaking delivery.
v
Present
information in conversational and small group settings.
v
Use simple,
complex, and compound sentences to express complete thoughts orally.
v
Use effective
rate, volume, pitch and tone in oral communication
7th
grade:
Reading:
v
Use indirect
and implied meaning to interpret materials read.
v
Describe the
effect of specific word choices in text.
v
Describe how
word choice, and language structure convey an author’s viewpoint in newspaper
and magazine articles.
Writing:
v
Choose
vocabulary that is expressive, content appropriate, and precise to clarify,
exemplify, and define ideas.
v
Apply rules of
grammar to written communication
v
Use technology
to share written work with others to receive feedback
v
Use available
technology in editing
Listening:
v
Demonstrate
appropriate listening behaviors in various social situations.
v
Ask questions
to clarify ideas and opinions.
v
Use
appropriate listening and interpersonal skills in various group situations.
v
Relate new
information to prior knowledge for effective recall.
Speaking:
v
Communicate
ideas and information in an organized manner to support a specific purpose.
v
Use grammar
and vocabulary appropriate to audience and situation
v
Use images,
text, and sound to create effective and interesting presentations.
8th
grade:
Reading:
v
Use context
clues to determine the meaning of unfamiliar words.
v
Relate the
content and ideas in a selection to other concepts, topics, or sources.
v
Determine the
appropriate technology to gather, organize, and retrieve information.
Writing:
v
Choose
appropriate vocabulary to clarify and enhance ideas
v
Apply rules of
grammar in written communication.
v
Organize text
to support a specific focus, point-of-view, and/or purpose.
v
Consider the
effects authors achieve through imagery and figurative language.
v
Use available
technology to publish and receive feedback about written work.
Listening:
v
Use
appropriate listening skills in various large and small group settings.
v
Ask probing
questions to seek elaboration and clarification of the speaker’s ideas and
opinions.
v
Use listening
skills in group settings to share responsibility for a team project, set goals,
choose solutions, monitor progress, and meet goals.
v
Connect
information received to prior knowledge for effective retention and recall.
Speaking:
v
Organize
information to achieve a particular purpose.
v
Use oral
vocabulary and style appropriate for audience
v
Use
appropriate non-verbal skills when speaking.
v
Organize and
record information on notes, charts, graphs, and maps for various presentations.
For
more detailed information on standards go to: http://www.state.sd.us/deca/content
Each of
the lessons of this unit will be done within the speech-language therapy
session. Some students will be in
small-groups and others will come individually. Depending on individual goals and/or skills, sessions may
last from 30 minutes to 40 minutes, one to three times per week.
Completion time for this unit will depend on each student and/or
group’s progress.
Tasks
*All
students will be asked to do the following:
-SLP
will hand out a list of commonly misused homonyms.
Discuss why it is important to spell the words correctly in the correct
context. Why can they be so confusing?
-SLP
will now read “Amelia Bedelia”.
Tell them that she is a girl who confuses a lot of words in the English
language. Instruct the students to listen for homonyms in the story.
Tell them they will chart the homonyms they hear on a piece of tag board.
They can share their lists with each other and pick their favorite one from the
story.
Students
will then:
Choose a book and begin to read it. (May split into groups at this time).
Let students know at this time what other activities they will be doing
for this unit (show them the rubric at this time).
-Students
will use the Word program to create a nameplate for themselves and/or their
group. This is to be done
cooperatively.
-Discuss,
as a group the handout that goes with their book.
-Groups
will discuss/analyze the main characters in their book and what made the words
so confusing. They will summarize their findings in the form of a Word product.
-If you
have time, explain what paraphrasing is and let students attempt this using a
passage from their books.
-Students
will divide into their groups (teams). Each student will take a turn picking a
homonym out of a hat. The student will pronounce the word correctly and then go
to the board and write two sentences using the homonym correctly.
Teacher will act as scorekeeper. (You
can modify this by choosing a student to keep score and having the SLP
participate with a group and/or individual).
-Students
will be instructed to go online to seek out books with similar topics (SLP will
have online sites ready for students to search from).
-Demonstrate
their understanding of homonyms in spoken and written contexts (defining a given
list of homonyms, and going online for quizzes at www.homonyms.com)
-Students
will get into groups and brainstorm a list of homonyms.
They will then individually create flashcards to keep to help with
retention. Each card will have the
homonym on one side and a sentence on back.
Students must illustrate at least 3 homonyms of their choice (on the
card).
-Students
can work with a partner
-Create
a 1-2 slide PowerPoint presentation or a Word product demonstrating their
understanding of homonyms. This can
be done using word art, clip art, scanned pictures, using digital cameras,
and/or internet links. Students will then share projects with other students
and/or teachers through e-mail and/or during class. (Note: this assignment will
depend on student’s ability level/ computer skills)
Students
will be assessed by the SLP using the following criteria:
-Student
participation/interaction in groups-students will critique each other and
provide feedback via e-mail and/or with a rubric.
-SLP
will update goals and objectives in quarterly progress report and goal page of
IEP.
-For
each session, data collection on student’s understanding of language concepts
(+ or - method). Student achievement compared to their IEP goals/objectives.
-Various
activities, games, online quizzes, and completed work will be measured for
understanding.
-“The
King Who Rained” and/or “A Little Pigeon Toad”, by Fred Gwynne
(any book by this author)
-“Amelia
Bedelia” and/or “Thank You, Amelia Bedelia”, by Peggy Parish
(any Amelia Bedelia book)
-Dictionaries
-Paper,
pencils, pens, markers, crayons, glue, tape
-Poster
board
-Magazines,
newspapers
-Chalk,
chalkboard, erasers
-Homonyms
word list
-Computers
-Internet
access
-Microsoft
Word and/or PowerPoint programs
-“Picture
It” program
-Note
cards for flashcards, vocabulary games and activities
URL
Primary
URL: www.teachers@k12.sd.us/kb054
Other
sites for this topic:
http://www.aitech.ac.jp/~iteslj/quizzes/
What is
Amelia thinking?
“change”
the towels
“dust”
the furniture
“draw”
the drapes
“put
the lights out”
“measure”
two cups
“trim”
the fat
“dress” the chicken
Taught-_________
Fore-__________
Heal-__________
Bare-__________
Bridle-_________
Sews-__________
Peers-__________
Deer-__________
Horse-__________
Tails-__________
Prince-_________
Pennants-________
Discuss:
knots
gamble
pistols
bridge
manholes
present
naval
train
hammerhead
bills
hives
head slide
pool table pitched a tent hard to
swallow
coat of arms
What is
Amelia thinking???
-“strip”
the sheets
-“check”
the shirts
-“spots”
on dress
-“scatter”
the roses
-“string”
the beans
-“jelly
roll”
-“separate”
the eggs
-“pair”
or “pare” the vegetables
What
is Amelia thinking? Think of two
ways you can understand the following:
Telephone
operator-
Loafer-
Big-game
hunter-
Bank
teller-
Boxer-
Jockey-
Cook-
Takes
pictures-
Balances
checkbooks-
Orange
trees-
Printer-
Bookkeeper-
Works
with Clay-
Garbage
collector-
Fan
club-
Stuff
olives-
Catcher-
This is
a list of the most commonly misused Homonyms:
1.
to, too, two
2.
who’s, whose
3.
your, you’re
4.
there, their, they’re
5.
past, passed
6.
close, clothes
7.
aloud, allowed
8.
act, ax
9.
guessed, guest
10.
so, sew, sow
11.
sight, cite, site
12.
stationary, stationery
13.
principal, principle
14.
capital, capitol
15.
its, it’s
16.
patience, patients
17.
pair, pear, pare
18.
sail, sale
19.
sent, scent, cent