|Lesson Plan ID:
Hear! Here! Homophones
Students will be shown an online slideshow to teach homophones. Students will practice correctly identifying and using homophones to enrich their vocabulary. Students will participate in learning activities that promote a better understanding of the correct spellings and meanings of homophones.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(3) ||20. Know and apply grade-level phonics and word analysis skills in decoding words. [RF.3.3] |
|ELA2015(3) ||21. Read with sufficient accuracy and fluency to support comprehension. [RF.3.4] |
|Primary Learning Objective(s):
Students will identify and spell words that sound alike, but have different spellings and meanings - homophones.
Students will enrich their vocabulary through correct association of homophones in sentence usage.
|Additional Learning Objective(s):
Students will use context clues to determine the correct usage of a homophone.
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Student dry erase boards (one for each student)
Dry erase markers (one for each student)
Paper and Pencil if dry erase boards are not available
plastic eggs filled with slips of paper that have pairs of homophones written on them
construction paper slips and markers
homophone race handout
Book- Deer, Dear A book of Homophones by Gene Barretta
|Technology Resources Needed:
Check websites to ensure availability of slideshows and games
Write homophones on slips for plastic eggs, place slips inside eggs
Copy homophone race handout
1. Teacher will show a slideshow on homophones (click attached link titled homophone slideshow) to review and model this skill. During the presentation the teacher will emphasize using context clues in the sentences to determine the correct usage of homophones.
2. Teacher will use a quick online homophone game (click attached link homophone slideshow game) to allow students to apply their knowledge of correct usage of each homophone according to the context of a sentence. During the game the students will use the small dry erase boards and dry erase markers to independently write the correct homophone choice. After the students have written their answer the teacher will show the correct answer and discuss why that was the correct choice.
3. Teacher will give each student a plastic Easter egg that has a slip of paper inside it with homophones written on it. Students will work with a partner. They will take turns opening their eggs. One student will read the homophones on the slips, then use each homophone in a sentence correctly. The other student partner will provide the correct spelling for the homophone according to how it was used in the sentence. The student partners will switch jobs and one student will read homophones and the other will tell the correct spelling.
4. The students will then fold a piece of construction paper in half. The students will use the pair of homophones from their eggs. They will write one homophone on each side of the fold. Underneath the word they will write the sentence they shared with their partner earlier in the activity. Students will share their sentences with the entire class. The students will give a thumbs-up signal or a thumbs-down signal according to the accuracy of the sentence shared.
5. Teacher will read the book Deer Dear, A Book of Homophones by Gene Barretta to further enrich vocabulary skills and homophones. The teacher will emphasize to look and listen for homophones and their correct usage as the book is being read orally. The teacher will inform the students that after reading the book they will be asked to list as many homophones as they can in a homophone race.
6. The teacher will pass out the handout entitled "Homophone Race." The students will work with their partner in a homophone race in which they will write as many homophone pairs as they can in a 3-minute time span. After 3 minutes, the teacher will take up the race sheets and check them for accuracy of homophone pairs.
7. Teacher will share with the class the results of the homophone race activity and provide corrective feedback when necessary.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher will listen to responses and discussions.
Teacher will observe students as they use dry-erase boards to apply skill during the PowerPoint game.
Teacher will walk around the room and check their written responses to the egg activity.
Teacher will check written response to the homophone race game.
Teacher will check to see if the students can explain the meanings of each homophone, instead of simply writing it down.
The egg activity can be used again by mixing up the eggs and giving students different ones. This activity could also be put in a learning center for more practice.
The homophone race game could also be repeated another day to review skill.
Teacher could keep a list of homophones on the board as students find them in other text.
Students could be paired together with different ability levels so the stronger reader can guide the weaker reader.
Teacher could use egg activity in small group with the students who need more practice.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: