Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: Language Arts/Science

Grade Level: 7th-10th Grade; Mr. Zawalshs Classroom

1a. Brief description This unit guides students to understand that words can be spelled the
of the unit of study same, but have multiple meanings.
Example: While discussing the topic of multiple meaning words, words
that may be spelled the same, may not always mean the same.

1b. Grade level BIG IDEAS: Express meaning of words - Using multiple meaning
standard(s) to be words in sentence form with correct definition
addressed in this unit
of study 7th Grade -
Standard - CC.1.2.11- Standard - CC.1.2.7.F
12.K Determine the meaning of words and phrases as they are used in grade-
Determine or clarify level reading and content, including interpretation of figurative,
the meaning of connotative, and technical meanings.
unknown and
multiple-meaning Standard - CC.1.2.7.K
words and phrases Determine or clarify the meaning of unknown and multiple-meaning words
based on grade-level and phrases based on grade-level reading and content, choosing flexibly
reading and content, from a range of strategies and tools.
choosing flexibly
from a range of 8th Grade -
strategies and tools. Standard - CC.1.2.8.F
Analyze the influence of the words and phrases in a text including
figurative and connotative, and technical meanings; and how they shape
meaning and tone.

E08.B-V.4.1.1a Use context to determine the meaning of an

unknown or multiple meaning word.

E08.B-V.4.1.1b Use a root word or affix to determine the meaning of

a word.

9th Grade
Standard - CC.1.2.9-10.K
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and content, choosing flexibly
from a range of strategies and tools.

10th Grade
Standard - CC.1.3.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
2. Learning Targets
2a. Learning targets 2b. Prioritized learning targets (concepts and competencies) for
(concepts and students with complex instructional needs
competencies) for all
students Students will look at two pictures and decipher between the two different
meanings.

To determine or Example: A picture of someone falling and a picture of the season Fall.
clarify the meaning
of words and Students will create sentences using picture cards containing multiple
phrases meaning words in correct form.

All students will be

able to identify and
clarify between two
different meanings
of the same word.
2c. Key Vocabulary 2d. Prioritized key vocabulary and ideas for students with complex
for all students instructional needs

EXAMPLES: EXAMPLE: These words are used for example purposes to introduce
the topic of multiple meaning words. The students will not be required
1.Weather to use or learn this specific topic of weather.
2. Whether
3. Spring 1. Fall - a. one of the four seasons b. To lose balance
4. Summer 2. Spring - a. One of the four seasons b. To move or jump up
5. Fall quickly or suddenly
6. Winter 3. Hot - a. Very warm b. Having high temperature or excessive
7. Temperature heat
8. Climate 4. Cold - a. A low temperature b. Winter is usually a cold season
9. Tornado (brrrr) c. a runny nose or sore throat
10. Hurricane 5. Wind - a. The way or direction in which the air moves or
11. Blizzard blows b. Breath c. breeze
12. Tsunami 6. Rain - a. Wet drops from the sky b. Moisture or water in the
13. Forecast air (atmosphere)
14. Barometer 7. Snow - a. Light white flakes that fall from the sky b. Usually
15. Fahrenheit see during winter months c. fallen snow crystals
16. Celsius 8. Sleet - a. Ice pellets (drops) mixed with snow or rain b. Wet,
17. Atmosphere partly melted snow
18. Cloud 9. Hail - a. Pellets (drops) of frozen rain b. Small balls or lumps
19. Homophone of ice and snow c. To welcome or greet someone (all hail the
queen or king)
10. Sun - a. Star at the center of the Solar System b. Light or
warmth from the Earths sun c. ball of fire in the sky
 3. Instructional Process
Universal Design for Learning Principles: Barriers to Accommo-
Multiple Means of Representation, Access dations and
Expression and Engagement Modificatio
Instructional ns
Components Instruction Materials, Assessment
al Practices Resources and
Tools

Introductory Teacher The In a group Content too May need to

vocabulary will read King discussion, complex pre teach
activity, aloud the Who the students (language vocabulary
introducing book The Rained will answer comprehensi words.
multiple King Who Book questions on,
meaning Rained to Teacher about the background
words, Read the whole Directed book. knowledge)
aloud class. Multiple The students
Meaning will define a
Word multiple
Workshee meaning word
t and create
Task sentences
Cards using the
word in
correct
context.

Putting Creating a Puzzle Students will Lack of fine Use of

multiple word wall Pieces of create puzzle motor skills. magnifier.
meaning with words pieces with
words multiple and multiple Visually Use of large
together to meaning photos meaning impaired print.
show words for Bulletin words, and students
similarities students to Board pictorial Use of
and refer to Velcro visualizations Velcro for
differences in throughout M&M that represent students
the words. the unit. Workshee the words. with lack of
t Part of their fine motor
visual skills.
Word
representation
Wall
will be the
Crayons creation of a
Task classroom
Cards multiple
meaning word
wall.
Providing As a Multiple Visual Lack of fine May need to
several class, the Meaning representation motor skills. pre teach
different teacher Word of the Visual vocabulary
word will aide illustratio students impairments. words.
definition the ns aided creating Content too Use of
combinations students by the illustrations complex. magnifier.
. in teacher. based off of Use of large
creating Task teacher print.
illustratio Cards guided Use of
ns based practice and Velcro for
off of a modeling. students
word that Observation with lack of
he will fine motor
give to skills.
the class,
as a
whole.

4. Individualized Student Planning

Student Standards-Aligned Student-Specific IEP Individualized
IEP Goals Goals Student
Supports

Doug Given appropriate Doug will work The student

technology and materials, cooperatively in the will be
Doug will be able to listen classroom both provided
to word definitions as individually and in with
needed on his small groups. He will vocabulary
communication app to participate in activities on his or
respond to questions and without any behavior her
participate in discussions issues times during communica
8/10 times in a week long a week long period. tion app.
period. Pictorial
representati
ons of
words and
definitions.
Model use
of
vocabulary
words and
enhance use
of multiple
definitions.
 Lesson Plan Summaries
Lesson One:
We will introduce this multiple meaning words lesson by showing an introductory video. We will
then begin by reading the King Who Rained. After reading the book, we will proceed to point out
the difference in how words and their meanings can be misinterpreted to the students. As a
class, the students will create a worksheet with teacher guidance and modeling. From the list of
words written on the board, the students will decide on a word they want to use on their
worksheet. They will then illustrate both meanings of this word.

Lesson Two:
In a teacher directed activity, the students will be given a word. As a class, they will need to
define both meanings to this word. Then, as a class, they will write two sentences using each
meaning of the word.

Lesson Three:
The teacher will use the task cards provided to hold a discussion within his group of students.
He will ask the question and give the two answer options, repeating and assisting as needed.
He will help the students to understand why the correct answer was chosen. For 13-28, the
students will be asked to write sentences. These do not need to be done at one time, and the
teacher can assist the students as needed.

Lesson Four:
The students will be given several words and pictures cut into puzzle pieces. The students will
be asked to put the multiple meaning word in the middle, and connect two of the puzzle pieces
to each side, the pieces will have a picture with multiple meanings and the students will be
asked to connect the correct pieces together. Using the puzzle pieces created, the students will
create a word wall that they will be able to refer to throughout this unit. As they attach their
puzzle piece to the word wall, they will present their piece to the classroom.

Lesson Five:
The students will create graphic organizer M&M's with their multiple meaning words. In the
center of their organizer, they will have the multiple meaning words. They will use the word in
two sentences with two different meanings on each of the other sides of the organizer. We call
these graphic organizers M&Ms because they are illustrated as such. The students will be
allowed to color the organizer when they are finished writing their sentences.
Revisions:

During the course of the unit plan process, we had the opportunity to have our peers

review our first and second draft of the project. We took most of the advice our peer review

group offered us. One suggestion was for us to change our working in section 1a unit

description. We took this advice and made it less confusing and also added in an example to

further explain the description of our unit. Also, in our first draft, we did not include definitions

with our vocabulary words, so our peer group suggested we add definitions. With this

suggestion, we added definitions to our vocabulary list. We made sure since we are focusing on

multiple meaning words to include two definitions for each word that we chose. We also took the

advice for section 3, assessment, and elaborated on the assessment and instructional process

by explaining what we would be doing for each section. For section 2b, it was suggested that

our learning target might be a little too challenging for our students. After we reviewed our

targets together again as a group, we decided that we did not feel that it would be too difficult for

the students in our class. We did, however, try to reword it and struggled with rephrasing,

therefore we decided to provide an example for further explanation.

After our presentation of our unit plan, we received additional feedback from our peers

that helped us reconsider further changes to be made. We added the word homophone to our

list of vocabulary words, due to the fact that we were using a variety of multiple meaning words

throughout our unit plan. Additionally, we have a homophone activity included in our discovery

box. We also made sure to proofread through our documents for spelling and grammatical

errors. Another piece of advice that our peers provided us with was changing our unit plan

section in our Weebly to remove the blank pages in between, so we corrected this as well to

make it easier to scroll through and less distracting to our audience.