Differentiated Instruction Project
Janna Reighard
Johns Hopkins University
May 5, 2011
Introduction
Unit Topic
Vocabulary: Using Synonyms, Antonyms, and Words with Multiple Meanings
Classroom Environment
This lesson is being taught in a second grade inclusive co-taught classroom. There are 18
students in the class, 10 boys and eight girls. Three students in the class are performing two
quarters below grade level expectations in reading and writing. 10 students are performing right
on grade level and five students are performing above grade level expectations.
One student has an IEP due to a diagnosis of autism which impacts his behavior, reading
comprehension, written expression, oral expression, and problem solving skills. He is currently
on grade level in reading in both reading comprehension of text. However, his ability to read
text far outweighs what he is able to comprehend. He also has significant sensory needs,
specifically in the area of oral motor sensory needs. The occupational therapist has designed a
therapy program in order to help satisfy his sensory needs in an appropriate manner. He is
currently fully included for all academic instruction. He does receive pull-out services for
speech and occupational therapy.
This classroom also has two students are English Language Learners (ELL). One student
is performing on grade level in reading and the second student is performing above grade level in
reading. These students are removed from the class daily for 30 minutes in order to receive
instruction from the ELL teacher.
Lesson One
Title: Adjectives
Subject: Language Arts
Grade Level: 2
MSDE Indicator(s):
 1.2.D.1 Develop and apply vocabulary through exposure to a variety of texts
 1.2.D.1.a Classify and categorize words into sets and groups, such as animals, adult/baby
 3.2.A.7 Identify and describe the author’s use of language
 3.2.A.7.d Identify language that appeals to the senses and feelings
 5.2.A.1 Identify and use grammar concepts and skills that strengthen oral and written
language
 5.2.A.1.a Identify and use various parts of speech, such as nouns, pronouns, verbs, and
adjectives
Objectives:
 Students will explain vocabulary related to concepts in books read.
 Determine how the author’s word choice can help the student understand what is read.
 Students will use adjectives to make their writing more interesting.
Materials needed:
 Chart or transparency with sample sentences
 Two markers of different colors
 A copy of a short, descriptive text for each student to write on
 A collection of pictures or objects for students to describe (suggested pictures: ice cream,
a storm, animals, foods, rocks, a beach, flowers, toys)
 Chart paper
 Index cards large enough for students to write two sentences
Teacher Preparation
 Select a text with strong adjectives, poetry for example. You may also write a short piece
to use as a demonstration model.
 Possible samples you may use on chart paper or overhead transparency:
o The cold, damp grass sparkled as the sun began to rise.
o High above the misty, purple mountains you could see the golden globe peeking
over the tree-filled mountaintops.
o The crazed wind howled as it passed through the valley.
 Have two pictures to use for the demonstration. The pictures need to depict objects that
can readily be described using sensory details (color, texture, size, shape, etc.).
Lesson
 Ask, “What does an author do to help you become interested in what he/she has to say?”
o Possible student responses:
 The pictures are interesting.
 It is about a topic I am interested in.
 The author uses special words, so I am able to picture what is happening
in the story or what the character looks like.
 If students are having difficulty coming up with suggestions, you may want to share a
short excerpt that contains descriptive language that uses sensory details. Once students
have heard a couple of examples, ask the question again, and they may be better able to
contribute.
 Read the sample sentences aloud as the students follow along.
o Sample Sentences:
 The cold damp grass sparkled as the sun began to rise. High above the
misty, purple mountains you could see the golden globe peeking over the
tree-filled mountaintops.
 Ask students “Were you able to picture in your minds what this place looked like? Could
I have a volunteer assist me with locating and underlining the nouns in these sentences?”
(grass, sun, mountains, globe, mountaintops)
 Next, underline the words cold and damp in a different color marker. Ask, “What are
these words describing?” (nouns)
 Ask, “Could I have a volunteer to assist me with locating and underlining the other words
in these sentences that are used to describe the nouns?” (misty, purple, golden, tree-filled)
Explain that the words the writer used to help them visualize the nouns or pronouns are
called adjectives.
 Show a picture and describe it using complete sentences with sensory details so that
students can see how you have given careful thought to word choice about the picture.
Make your description come alive.
 Show students another picture and have them help you describe it. Using shared writing,
record the description on a chart large enough for the students to see. Circle the nouns in
the writing and underline the adjectives. Ask students to explain the difference between
nouns and adjectives. (A noun names a person, a place, a thing, or an idea. An adjective
is a word that describes a noun or a pronoun.)
 Repeat this procedure using two other pictures. Again, model the description first. Then,
using shared writing, have the students help you with the description. Invite students to
circle the nouns and underline the adjectives on the chart.
 Have students select a picture or object. Give them an index card and have them write
two to three sentences about the picture or object. Students may work in small groups or
independently.
 Provide time for students to share. Ask students if, after hearing the way one student
wrote about his/her picture/object, there was another way he/she would have written
about it. The purpose for this is to say that there really isn’t one way to describe a noun. It
is sometimes based on a person’s experience with it.
Checking for Understanding
 Provide students with a short passage to read and highlight the adjectives they find. This
may be done independently or in pairs. Then have students share the adjectives they were
able to find. Be sure to have them identify the noun that the adjective is describing.
 Have students circle the nouns on their index cards and underline the adjectives that were
used to describe the nouns/pronouns.
Differentiation
 In order to teach the lesson more effectively, the teacher will use small groups to
reinforce the whole group lesson. While the students are working on their independent
activity (describing the picture) the teacher will pull small groups (3-5 students) based on
observation from whole group lesson to reteach adjectives. Each group will only last
about five minutes. The teacher will review what and adjective using pre-made sentences
that are clearer than the whole group lesson. The teacher will give each student a
worksheet with these sentences and they will work together to determine the adjective
and the noun. After completing the worksheet together, the students will verbally tell the
teacher one sentence that describes the picture or object they choose to write about. They
will then return to their seats to complete the independent work. During the small group
lessons and independent work, the co-teacher will help students at their desks as needed.
She may help students individually or in small groups.
Accommodations
 For the student with autism, the co-teacher will employ strategies to help him remain
focused on the whole group lesson. These strategies may include giving him gum to help
with sensory needs, his own copy of the text and sentences so he can follow along and
underline nouns and adjectives, and providing him with breaks as needed in order to help
him remain focused. The co-teacher will also provide scribe for him as needed.
 For the ELL students, the teacher will preview the lesson with the students to make sure
they understand what a noun and an adjective is. These students will also receive their
own copy of the sentences.
 All students will have the opportunity to reference the chart paper as needed when
completing their independent work. If desired these students may also have access to
individual worksheets with the sentences on them to underline with the teacher. They
may use these as reference during independent work.
Rationale
 Using small group instruction to reinforce whole group instruction allows the teacher to
tailor instructional needs to individual students. Using different sentences not in the
guide allows for material to be at the group’s ability level. Having the students verbally
tell the teacher what they plan to write about allows the teacher to quickly assess is the
student is on target. If not, they teacher can meet with the student one on one to re-teach
the concept.
Lesson Two
Title: Using Adjectives to Set a Mood
Subject: Language Arts
Grade Level: 2
MSDE Indicator(s):
 4.2.A.4 Identify how language choices in writing and speaking affect thoughts and
feelings
 4.2.A.4.a Use colorful language to convey thoughts and feelings in formal and informal
writing
 5.2.A.1 Identify and use grammar concepts and skills that strengthen oral and written
language
Objectives
 Students will determine how an author’s word choice helps the reader understand what
was read.
Materials needed:
 Chart paper
Teacher Preparation
 Write the following sentences on a chart or transparency:

o I learned that the thick green muck that nearly clogged my throat had a name.
They call it split pea soup.
o This hearty, nutritious soup will warm you on a cold winter’s day.
Write the following passage on chart paper or an overhead transparency:
o Hanging upside down in a small, caged chair, I could hear the cling, cling, cling
sounds of change falling from my pockets. My heart was racing, and my red face
felt hot from the blood gathering in my head. There is a furious fight going on in
my stomach. One second longer and I wouldn’t know if I would be able to keep
my cotton candy, hotdog, and cheese fries down. All of a sudden the tight skin on
my face was being pushed back. The pounding force of the rushing wind was
making it hard for me to control my urge to react. We were moving again, but I
was so fast that I didn’t have time to yell, “Slow down! We’re crashing to the
ground!”
Lesson
 Say, “We talked about how different writers may use different adjectives to describe the
same person, place, or thing. Today we will look at how the words you choose to use in
your writing can affect the reader’s mood. A writer’s use of adjectives can help to make a
piece of writing come alive. In other words, it seems more believable. The words that the
writer uses to describe not only help the reader see what or where he/she is writing about,
but also, they can help the reader get into a certain mood. For example, let’s look at the
way a fourth grade student wrote about split pea soup.” Show students the sentence: I
learned that the thick green muck that nearly clogged my throat had a name. They call it
split pea soup.
 Ask, “How does this student feel about split pea soup? How could you tell she felt that
way about split pea soup?”
 Think aloud to show how your mood may have been changed by what was said. Say,
“When I read clogged my throat, I remembered back to a time when I was told to eat
something I didn’t want to eat and I almost gagged. Reading this made me feel sorry for
her.”
 Say, “Her mother may have had this to say about split pea soup: This hearty, nutritious
soup will warm you on a cold winter’s day. How does her mother feel about split pea
soup? How could you tell she felt that way about split pea soup?”
 Think aloud to show how your mood may have been changed by what was said. Say, “I
felt a warm feeling inside when I read this, because it made me think of a winter day
when I had been out playing in the snow. I was so cold that the bowl of soup my mom
had waiting for me just felt so warm and filling. So for me the mood was that of security
and comfort.”
 Demonstrate how you would use writing to get students to connect to the feelings you
had about an event that you experienced.
 Start by writing this sentence on chart paper: I went on a ride at the amusement park. Ask
students to tell you the mood they feel when they think of an amusement park. Jot down
students’ responses.
 Write the sentence:
o You are going to the doctor to get a shot.
 Ask students to tell you the mood they feel when they think about going to the doctor for
a shot. Jot down students’ responses.

Say, “If I were to write about riding a roller coaster, and I wanted to get my reader
excited, I might write the following.” (Use the prepared passage from teacher
preparation.)
 Ask students what the mood of this piece is. Ask, “Is it sad, cheerful, and/or exciting?”
Have them explain the words that were written in the piece to help create the mood.
Checking for Understanding
 Have students write a sentence in which they express a feeling about something that
happened to them. Have them share their sentences with a partner. Have each student
write the mood they get from reading their partner’s sentence.
 Have students tell or write about an experience they had. Remind them that they are
going to use words that will help their readers feel the same way about the event as they
did.
 Allow time for students to share and discuss.
Differentiation
 Provide students who are having difficulty coming up with a topic to write about several
examples to choose from. Make sure these examples are something that most students
have experienced. For example how they felt on the first day of school, going to the
dentist, having or going to a birthday party.
 Provide visuals of those examples for the children to choose from if they are having
difficulty thinking of ways to describe a situation.
 Instead of writing the scenario, students may type on the computer, word processor, or
use word to text software.
 Students may choose to illustrate their example (if they did not use a picture to help
them) and then present their example orally to the class instead of writing sentences.
Accommodations
 The student with the IEP will receive extended time as per his IEP. He can also choose
to be scribed for. He will also be given a word bank and printed copies of examples for
reference. The co-teacher will provide support as needed, either one to one or in a small
group with other students who are having similar difficulties.
 The ELL students will receive a word bank and copies of examples to take to their desk.
The teacher or co-teacher will check in periodically to make sure they understand the
concept. Re-teaching will be provided as needed.
Rationale
 By giving students the option of several different ways to demonstrate learning, most
likely you will be able to get a true picture of what the student has learned. By providing
the students with examples, you are eliminating the change of a child not finishing the
project because they were unable to think of a topic.
Lesson Three
Title: Using Synonyms
Subject: Language Arts
Grade Level: 2
MSDE Indicator(s):
 1.2.D.2 Develop a conceptual understanding of new words
 1.2.D.2.b Identify and explain common antonyms, synonyms, and homophones to
increase vocabulary skills

5.2.A.1 Identify and use grammar concepts and skills that strengthen oral and written
language
 5.2.A.1.a Identify and use various parts of speech, such as nouns, pronouns, verbs, and
adjectives
Objectives
 Students will identify how learning new words helps them when they read and write.
Materials needed:
 Chart paper
Teacher Preparation
 Write the following questions on chart paper:
o What is the message?
o How did the writer help you to “see” what he or she was seeing?
 Write the following two writing samples on chart paper so they may be presented
simultaneously:
 First writing sample:
o Dr. Rodriguez wore a pretty dress to the party at the White House. She looked
nice as she walked onto the dance floor with Mr. Rodriguez. The lights from the
overhead chandelier made the buttons on her dress look great.
 Second writing sample:
o Dr. Rodriguez wore a marvelous dress to the grand party at the White House. She
looked radiant as she walked onto the dance floor with Mr. Rodriguez. The
brilliant lights from the overhead chandelier made the buttons on her magnificent
dress sparkle.
Mini-lesson
 Say, “I’ve noticed in your writing that many of you are attempting to bring life to your
work by using adjectives to explain your nouns and pronouns. I’m noticing words such as
nice, good, and great being used a lot. When I see this use of adjectives, it signals to me
that it’s time to help you take your writing to the next level. We are going to work
together to move your writing to a level that will help your readers get a clearer picture of
what you intend for them to see. I will use a word today that some of you may be familiar
with and others will hear for the first time. Raise your hand if you’ve heard the word
synonym before.”
 Write the word synonym on the board. Explain that synonyms are words that have the
same or similar meanings.
 Do a few examples together with students. Say, “Let’s work out a few examples of
synonyms together. What word has the same meaning as:
o good = __________
o bad = ____________
o pretty = ___________
 Say, “Writers make their writing rich and inviting to their readers by playing with words
and always trying to find the perfect word to describe how they feel and what they see. I
will read two paragraphs to you, and I want you to compare them. Think about these two
questions when comparing the two paragraphs.” (Display the prepared questions.)
o What is the message?
o How did the writer help you to “see” what he or she was seeing?

Read each paragraph aloud to students. Ask for volunteers to assist you in locating the
adjectives, nouns, and pronouns. Give students time to reread the paragraphs and discuss
with a partner the questions you posted. Have students share their observations. Record
students’ responses on chart paper. Have students record what they’ve learned in their
writer’s response books. Instruct students to keep precise, descriptive adjectives in mind
when they reread their writing. When they revise, they should look at the adjectives they
have used and think about whether other adjectives would be better.
Checking for Understanding
 As you read students’ writing, observe their use of precise, descriptive adjectives.
Differentiation
 Anchor Activities
o Students will be given a choice of five activities to work on after they finish their
independent activity. Students will be expected to complete at least three out of
the five activities.
 Activity 1: Students can play the synonym games found at the following
websites. They can play each game one time before letting another student
have a turn. Students can work in pairs.
 http://pbskids.org/lions/games/synsam.html
 http://www.scholastic.com/wordgirl/synonym_toast.htm
 Activity 2: Synonym word search. Students will be given a word search.
First they must find the matching pairs of synonyms, and then they will
complete the word search. A word search can be created at:
http://tools.atozteacherstuff.com/word-search-maker/wordsearch.php
 Activity 3: Students can complete the following worksheet.
 http://www.superteacherworksheets.com/synonymsantonyms/synonyms2.pdf
 Activity 4: Students can complete the synonym password game. Students
play this fun game in pairs. One person chooses a word card from a bag.
The person then gives their partner up to three synonym “passwords” one
at a time, and challenges their partner to guess their word from these clues.
Students will write down any other synonyms they discover along the
way.
 Activity 5: Thesaurus Search. Students will have a worksheet with five
adjectives. They must use the thesaurus to find three synonyms for each
word.
Accommodations
 For the student with the IEP, he only has to complete one anchor activity. However, he
can complete more if he chooses or has time to complete more than one activity. He can
have a teacher scribe for him. He will also be given extended time if needed. This
student will also have time to access the anchor activities during other appropriate times
during the school day. This student will have access to a thesaurus at all times if needed.
 The ELL students will also receive extended time and only need to complete two anchor
activities. They can choose to complete more activities is time allows. These students
will be given time outside of the language arts block to work on anchor activities if the
need more time. These students will be provided with a thesaurus to help with
vocabulary needs.
 All students can have access to a thesaurus if needed.
Rationale
 It is important to provide students with meaningful activities to complete when they have
finished assigned tasks. By providing students with meaningful extension activities they
are continuing their learning rather than interrupting the teacher with the question “What
should I do next?” These activities should also be fun and engaging. If they aren’t, the
students will simply see them as extra work and won’t be motivated to complete them.
Students are given the choice to only complete three of the activities. By doing this, they
will not feel overwhelmed with the amount of work to be complete. They will also have
the opportunity to pick the activities that are most appealing to them.
Lesson Four
Title: Using Antonyms
Subject: Language Arts
Grade Level: 2
MSDE Indicator(s):
1.2.D.2 Develop a conceptual understanding of new words
1.2.D.2.b Identify and explain common antonyms, synonyms, and homophones to increase
vocabulary skills
5.2.A.1 Identify and use grammar concepts and skills that strengthen oral and written language
5.2.A.1.a Identify and use various parts of speech, such as nouns, pronouns, verbs, and adjectives
Objectives
 Students will use antonyms to help them understand text.
Materials needed:
 Dry erase boards for each student
 Chart paper with examples of words, their antonyms, and additional space for guided
practice
Teacher Preparation
Prepare a chart with examples of words, their antonyms, and additional space for guided
practice.
Example:
Word
Antonym
Happy
Sad
Courageous
Cowardly
Good
Bad
Love
Hate
Mini-lesson
 Review synonyms by asking students to define the word synonyms and give examples.
(Synonyms are words with the same or close to the same meaning. For example, startled
and shocked are synonyms for surprised.)
 Say, “Today we will explore antonyms. I will give you a few examples of antonyms and I
would like for you to think about the definition of an antonym.”

Say the first word in the column labeled Word and then the word directly across from it
in the column labeled Antonym. Continue using the next three examples. Ask, “What
connections do you see between the column labeled Word and the column directly across
from it labeled Antonym?”
 Ask students to help you generate a definition of antonyms. (Antonyms are words that
mean the opposite.) Ask students to share other antonyms for the words in the column
labeled Word. For example, if the word is happy and the antonym is sad, what other word
could have been used as the antonym for sad?
Guided Practice
Word
Antonym(s)
Happy
Sad
Courageous
Cowardly
Good
Bad
Love
Hate
Ceiling
Sloppy
Fast
Opposite
Old

Have students use their dry erase boards to write an antonym for each of the words that
don’t have a word in the antonym column located adjacent to it. Do one word at a time.
Remember there may be more than one correct response, so you will need to record all of
them. Provide an opportunity for students to share other examples of words and their
antonyms in the lower sections of the chart.
 Say, “We study antonyms because they help us identify relationships between words and
phrases. For example, when a writer writes the little puppy wasn’t happy, in our minds
we may be thinking the puppy was sad because that makes sense to us.”
Checking For Understanding
 Provide a few examples for students to show what they know about antonyms.
Possible samples:
1. Susan’s mother wasn’t pleased with her when she saw that Susan had
spilled paint on her new jacket.
 Say, “We know that pleased means (pause so that students can help with the
definition) ________, so we know that the mother is _______.
2. The number eight is greater than the number seven, but not greater than
the number nine.
 Say, “What is another way the italicized section could have been stated?” (Possible
response: The number eight is less that the number nine.)
3. It wasn’t dark outside.
 Say, “If it isn’t dark outside, what could it look like outside? (Possible responses:
light, bright, etc.)
Differentiation
 Multiple Intelligences
o Students will create a project of their choice that demonstrates understanding
of antonyms. The project will highlight the child’s strength based on
Gardner’s Theory of Multiple Intelligences. Students may create a song,
poster, story, model, game, cheer, etc. that represents antonyms. Students
must have their idea approved by the teacher. Students will be graded on
understanding using a rubric. Students will then present their projects to the
class.
o Rubric:
Name:
Project:
Demonstrates correct definition of antonym
/5
Orally presented project
/5
Demonstrated creativity
/5
Total
/15
Accommodations
 The student with the IEP and the ELL students will be given several examples of
projects he could create if needed. The teacher will provide scribe if needed. This
student will have extended time to complete his project.
 All students will have access to examples of projects if they have difficulty coming
up with their own ideas.
Rationale
 Not all students learn in the same way. By tapping into their strengths, a student can
truly show you what they know. Also by giving the students the freedom to demonstrate
their knowledge in a way that interests them will allow them to be completely engaged in
the learning process.
Lesson Five
Title: Words with Multiple Meanings
Subject: Language Arts
Grade Level: 2
MSDE Indicator(s):
 1.2.D.3 Understand, acquire, and use new vocabulary
 1.2.D.3.a Determine the meanings of unknown words: Reread; use context clues; read
on; use text features
Objectives
 Students will identify examples of words with multiple meanings in text.
Materials needed:
 Marker
 Chart paper
 Student Copies of “What Does It Mean?” organizer
 A variety of Amelia Bedelia books
 Eight Ate, A feast of Homonym Riddles
 Why the Banana Split



A Chocolate Moose for Dinner
The King Who Rained
A Little Pigeon Toad
On chart paper, write the following 3-column “What Does It Mean?” organizer.
Word
What the word means
What clue helped me
determine the meaning of the
word?
Before Reading
 Tell students that authors sometimes use words that can have several different meanings.
For example, the word ring can mean the sound that a bell makes, or a circle, or a piece
of jewelry that you wear on your finger. An author would use other words with the word
ring to help us know which meaning she wanted us to have. The author might write: The
bell had a loud ring to it; The students formed a ring in the center of the gym; The king
placed the ring on his finger. We know the meanings of the word ring from the other
words in the sentences.

Introduce the story Teach Us, Amelia Bedelia by showing the cover of the book. Ask
students to talk with a partner and think about what they know about Amelia Bedelia
from reading or hearing about her.

Ask for students’ ideas. (Bring out the fact that the meanings of words sometimes
confuse her.)

Give a brief book introduction stating what the author’s intent was for the book.
Suggested book introduction: “Peggy Parish has written several humorous books about
Amelia Bedelia, who seems always to get confused. Amelia Bedelia works for Mrs.
Rogers by taking care of her house. In this book, Amelia Bedelia is substituting at school
until the new teacher gets there. To confuse her character, Peggy Parish uses words that
have multiple meanings. For example, Amelia Bedelia is told to call the roll. Instead of
calling the names of the students from a class list or class roll, she borrows a roll made of
dough from a student’s lunchbox and calls it! There are many other examples of words
with multiple meanings. Today we will read the list that was given to Amelia Bedelia by
Mr. Carter, the principal. Then, as we read the story, I want you to think about two
things: The meanings of the words and how the author let you know what each word
meant.”
During Reading
 Display the 3-column What Does It Mean? organizer.

Think aloud to demonstrate how you determine the meaning of the words. For example,
say, “We talked about the first job- Call the roll. Let’s look at the next job- Plant a bulb.
I know that a bulb that we would plant looks something like an onion. Let’s read to see
what Amelia Bedelia did.” Open the book to the pages where Amelia Bedelia is reading
this job and doing it in her own way (pages 24-28). Talk about how the word bulb can
also mean the glass part of a lamp that gives off light when it is turned on.

Say, “I am going to write the word bulb on the chart in the first column. In the second
column, I am going to write the definition that goes with the meaning on the list—a plant
bud that develops underground. In the third column I am going to write that the clue was
the word plant because I know that you plant bulbs that grow underground.” Record the
information on the 3-column chart.

Involve the students in the other examples. Read each job on the list and point out the
highlighted word. Discuss what it means in the context of the other words. Then read the
book to see how Amelia Bedelia defined the word. Discuss the multiple meanings of the
word, but return to the context of the word to determine the author’s definition. Record
the students’ responses on the 3-column chart.
After Reading
 Pose the following question to students: “In the story Amelia Bedelia, how did Peggy
Parish help you know the correct meanings of the words?” Use the think-pair-share
strategy.

Establish that the context in which the words were used best determined the meanings of
each word.

Discuss how knowing the context would help students with future readings. Provide an
example from a text that they may currently be reading or from a text that they have
already read.
Literature Circles (can be split into 2 days if needed)
After the whole group lesson, student will participate in literature circles.
 The teacher will review 5 pre-selected texts that feature words with multiple meanings.
o Eight Ate, A feast of Homonym Riddles
o Why the Banana Split
o A Chocolate Moose for Dinner,
o The King Who Rained
o A Little Pigeon Toad
 Students will then choose which book they would like to read with no more than 4
children per group.
 The teacher will allow the students in to chose their desired role.
o Connector
o Word Wizard
o Questioner
o Illustrator
 Students will then be given 30 minutes to read and discuss their books.


After 30 minutes, students will be given 30 minutes to come up with a way to present the
words with multiple meanings in the books. Students can act out the words, make a
poster, etc.
Allow each group 5 minutes to present the final product.
Independent Practice
 Use other Amelia Bedelia stories to provide practice with determining the author’s
meaning through the context of the story. Supply students (individually or pairs) with the
attached graphic organizer

Have the students make collections of words with multiple meanings. Point out that
dictionaries are great sources for finding words with many definitions, such as the word
spring that has as many as 36 definitions and the word play that has as many as 67
entries. Have them write as many definitions for each word as they can. Then have the
students use the words in sentences. Have other students match the meanings of the
words in sentences with the corresponding definitions.
Closure/Evaluation
 Give students practice with vocabulary development using the following format:

Select the sentence in which the word is used in the same way as the underlined word in
the given sentence.
Have you ever seen the play called The Secret Garden?
1. I made a great play in yesterday’s soccer game.
2. Who will play the part of the tricky fox?
3. We are all going to try out for the school play.
4. My dog likes to play catch with me.
Accommodations
 For the student with the IEP, he will be given a chance to preview the books prior to the
lesson and choose which book he would like to use for the literature circles in advance as
well as what role he would like. During the whole group lesson he will be given first
choice in order to ensure he receives the book and role he feels comfortable with.
 The ELL students will be given a chance to preview the books prior to the lesson. The
teacher will also review the different roles with the students and the expectations of each
role in order for the students to have a complete understand of the task.
Rationale
 Literature circles are an excellent way to meet the needs of diverse students in the
classroom. Literature circles meet the needs of students based on interests, ability level,
and assessment needs. Literature circles can be grouped using homogenous and
heterogeneous grouping. You can allow students to choose what type of product they
would like to use to demonstrate their learning as well as showcasing the book they read.
Since a literature circle is an ongoing project, students are not graded based on their
ability to answer a comprehension question.
Name:_______________________________
Date:_______________________________
What Does It Mean?
Word
What the word means
What clue helped me
determine the meaning of the
word?