Lesson Plan

Date: Thursday 13th October 2016

Time: 1.10-1.30
Class: 2/3 Room 14
Subject: English Grammar
Topic: Homophones
Students Prior Knowledge and Experience:
Students have introduced briefly to homophones in previous lesson with class activity.
Learning Purposes:
Students should be able to identify the
meaning of a homophone correctly.

Student Evaluation:
Worksheet, chalkboard and chalk.

ACARA and SCSA Links

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words
whose spelling is not predictable from their sounds (ACELA1823)

Preparation and Resources:

Worksheets are photocopied and prepared. (With extension worksheets to, too and two)
List of homophones readily available for teacher
Timing:
5 Min

Learning Experiences:
Introduction
Introducing Homophones: Link to the pictures drawn on the board of the gloves and
pear to indicate differences in meaning and spelling but not sound. Draw a picture of
a knot and the words not and knot and question which is correct for the picture.
Give out worksheets indicating that students should select the correct homophone on
the worksheet.

10 min

Main activities
Students complete worksheet. With an extension worksheet in place (to, too and
two)

Conclusion
5 min
Reiterate meaning of homophones and the different in both spelling and meaning.
Write a list of homophones and ask for their matching words.
Continuation of Homophones will happen in next English lesson
Lesson Evaluation:
This success of the lesson will be in the evaluation of the students work and the participation of
class discussions about the meaning and spelling differences and whether students understand
the difference.
All lessons are modified depending on skill level and comprehension.