Homophones

Student Teacher: Tami Pollock

Mentor Teacher: Teresa Atkins
Liaison: Julie Persky
Grade: Fourth Grade
Subject: Writing
Date: November 19/20, 2015
Time: 9:00am/10:30am

Rationale:
To teach and review with students how to identify what is a homophone. To
correctly write and read a sentence with a homophone.
TEKS:
110.15. English Language Arts and Reading, Grade 4
(22) Oral and Written Conventions/Spelling. Students spell correctly. Students
are expected to:
(C) spell commonly used homophones (e.g., there, they're, their; two, too, to);
Supporting TEKS:
110.15. English Language Arts and Reading, Grade 4
(20) Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater complexity.
Students are expected to:
(B) use the complete subject and the complete predicate in a sentence;
(27) Listening and Speaking/Listening. Students use comprehension skills to
listen attentively to others in formal and informal settings. Students continue to
apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent
comments;
ELPS:
ELPS Student Expectations for Listening K-12, 19 TAC 74.4(c)(2)
(E) use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language;
ELPS Student Expectations for Speaking K-12, 19 TAC 74.4(c)(3)
(E) share information in cooperative learning interactions;

Objective:
The student will: practice identifying the correct homophone word in a sentence
by using a PowerPoint in a whole group setting.
The student will: practice writing sentences, and then choosing the correct
homophone word in a gallery walk.
The student will: participate in class activities by communicating with teachers
and students.
Assessment:
The teacher will: observe how the student can correctly identify the correct
homophone word in a sentence.
The teacher will: monitor the student writing their own sentence and reading
other sentences to select the correct homophone word.
The teacher will: assess student involvement in class activities by how the
student will participate.

Blooms Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Higher Order Thinking (HOT) Questions:
(1) How can you compare homonyms, homographs, and homophones?
(2) How can you contrast homonyms, homographs, and homophones?
(3) What characteristics does a homophone word have, and how can they help
you determine the meaning of a homophone word?
Classroom Strategies:
Cooperative Groups
Technology
Simulation
Charts/Graphs/Maps
Problem Solving
Peer Tutoring
Hands-On
Centers
Pairing
Lecture
Small Group
Whole Group
Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Visual/Spatial
Logical/Math
Musical
Interpersonal
Intrapersonal

Lesson Plan Cycle

Opening:
Hook:
Homophone Riddle
How does a moose begin his letter to his cousin?
Dear deer...
Listen as I read the book Dear Deer.
Introduction:
Introduce the lesson.
Today we will
Make a connection.
Last class we learned about homonyms, homographs, and
homophones. Today, we are going to take a closer look at
homophones. We will review them and use them by practice writing
sentences.
What can you remember about homophones?
Information Giving:
Use the PowerPoint to:
Review Homonym, Homograph, Homophone
Review how to identify the characteristics of a homophone.
- Same Sound
- Different Spelling
- Different Meaning

Check for Understanding:

Use the PowerPoint to:
Review Game
One at a time, present the slides to class with a sentence that has a blank.
The blank will be a homophone word. The students will hold up their
choice of a color card that will answer the question of what is the correct
homophone word.
Guided Practice:
Use the PowerPoint to:
Use the review game to model how to identify the two words and use context
clues from the sentence.
Independent Practice:
On your own
Students will now write their own sentences and with two possible word choices.
***Just like our activity!
The students will place the sentences on their desk and prepare for a gallery
walk.
Closure:
As the students complete a gallery walk and record the correct homophone from
the students sentence, make your own teacher copy to review when the class
is complete.
Check each answer from the gallery walk record sheet.
Review what is a homophone.

Extension:
Individually
The student can quiz themselves on Homophone Task Cards.
Whole Group
The students can take turns answering Homophone Task Cards when
their name is called from the pick-a-stick canister.
Im Done:
Students will have the option to:
1. Read a their library book.
2. Write in their free journal.
Homework:
Weekly Homework Packet
Accommodations:
1. Scaffold by providing an example.
2. Dictation for students who cannot take verbal to writing.
3. Separate table that students can move to at their discretion.
Modifications:
AB preferential seating, sound amplification device, modified content
(shortened homework)
JK minimized distractions by seating arrangement, re-teach/re-test, not
penalized for misspelled words, extra testing time
NM stress ball
CC spelling words from Mrs. Gaffeny

HC spelling words from Mrs. Gaffeny

TR reminders to stay on task, preferential seating (back to clock), cooling off
time, specific consequences for negative choices
MB preferential seating, extended time on assignments by 50 percent
MC oral instructions on all test and assignments, supplemental aids (in writing
binder), extra time when needed, spelling assistance
Materials:
-

Book (2)
Homophones PowerPoint
Interactive Notes
Homophones List
Venn Diagram
Blue and Orange Cards
Practice Strips
Long Manila Strips
Short Manila Strips
Gallery Walk Record Sheet
Homophone Task Cards

Resources:
Book: Eight Ate A Feast of Homonym Riddles
Book: Dear Deer
Notes:
Have Fun!