Presented here is a all-you-need to access, teach, and have academically engaging fun with your class about PUNS! This difference between this and other pun literary terms lessons is that this...
A/ incorporates visuals as a key element to tap into visual learners in addition to verbal (reading) and aural (spoken aloud) learners.
B/ sets up the lesson as a puzzle-game, using fill-in-the-blanks as a way to keep the students engaged and thinking to come up with the correct answers.
Overall there are 119 slides to this PowerPoint. I prefer having step-by-step PowerPoints, and so in the spirit of full disclosure, it would be more fair to say that there are 53 different content-full slides here.
I have also included an accompanying WORKSHEET (3 pages), ANSWER KEY (3 pages), ASSIGNMENT SHEET (1 page), its ASSESSMENT RUBRIC (1 page), and an EXTENSION ACTIVITY (last slide in the PowerPoint).
This lesson is VERSATILE, not only because it can be used with INTERMEDIATE STUDENTS students in Elementary School, as well as SECONDARY STUDENTS in high school, but also because it can be used in the following ways:
1. Bell Bringers: Have your students engaged from the first bell, as they try and solve the fill in the blanks as they appear on the overhead, and using the visual representations as clues.
2. More formal In-class lesson activity in which students will learn, by way of several examples, the double-meaning of how many puns work. (Some of the examples provided are homophones, some are similar sounding words, and many more are words with double-meaning.)
3. Great to leave for SUBSTITUTES as it is all prepared in step-by-step fashion. Or, as a teacher-on-call, it is great to have a fun, visually stimulated activity for students to engage in.
4. Great for English Language Learners (ELL, ESL, EFL) to understand a variety of IDIOMATIC EXPRESSIONS and the double-meaning / nuance of the English language.
5. Fun intellectual game for students (particularly in the ELEMENTARY SCHOOLS) to reward for good behaviour.
This activity is long enough that it can be used for a full class, or partitioned up over a few days, or used a one-a-day over the course of a semester. The choice is yours. Myself, I usually use it in my own classroom as one a week for PUNNY MONDAYS. The students enjoy starting off the week with a little (cheezy) humour.
I hope your students find this lesson as enjoyable as my students do. It is also fun for me to teach.