LESSON PLAN

Name: Josiah Smith Date: April 18, 2023 Lesson Start and End Time: 1:00pm – 1:30pm

Academic Area: Grammar Grade Level: 4th Co-op initials with date:

Pre-Instruction Planning
Topic Homophones
PA Anchor/Standard or Standard - CC.1.2.4.K - Determine or clarify the meaning of unknown and
Eligible Content multiple-meaning words and phrases based on grade-level reading and
content, choosing flexibly from a range of strategies and tools.

Alternate Eligible Content - E04.B-V.4.1.1a - Use context to determine the

meaning of an unknown or multiple meaning words.

Alternate Eligible Content - E04.B-V.4.1.1b - Use a root word or affix to

determine the meaning of a word.
Lesson Objectives The student will be able to identify the different meanings of homophones
through class discussion.

The student will be able to determine the appropriate homophones when

presented in sentences through the Homophone Blackout activity

The student will be able to determine the appropriate placement of

homophones in a sentence.
Materials Teacher:
- Homophone Blackout materials
- Smartboard
- Stylus
- Canva Presentation

Students:
- Colored marker

Planning for Learners Differentiation:

Modifications/Accommodations:
- Sentences read aloud by the teacher.
Lesson Presentation
Introduction Display a riddle as a warmup for the class.

Review previously learned homophones (there, their, they’re/to, too, two,

your, you’re/its, it’s).

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 Tell students that we will be learning more words that often lead to
confusion: were/we’re/where and are/our.
Sequence of activities Remind students that next week’s spelling test will be on the homophones.
including assessments
Introduce the homophones, were/we’re/where.
- Display “were” on the Smartboard.
- past tense of "are”
- Read example sentences aloud.

- Display “we’re” on the Smartboard.

- We’re = we are
- Read example sentences aloud

- Display “where” on the Smartboard

- Refers to a location
- Read example sentences aloud

Introduce the confusing words, are and our.

- Display “are” on the Smartboard
- Plural form of "is" (Can also be a linking verb.)
- Read example sentences aloud.

- Display “our” on the Smartboard.

- Possessive - belonging to us
- Read example sentences aloud.

Assessment: Homophone Blackout

- Distribute Homophone Blackout boards to all students.
- Provide a colored marker for each student.
- Teacher reads word cards.
- Students listen to decide which way the homophone is spelled and
mark it on their boards if they have the word.
- When a player has the entire board marked up, he/she stands up and
shouts “Blackout!”
- The student must have his/her board checked by the teacher.
- The student who filled up his/her board is awarded either a ticket or a
piece of candy.
Lesson Wrap-up Exit ticket: fix the mistake.
- Their going too watch are favorite movie without us!
- Students turn to a friend and explain what is wrong with the sentence.

Line students up for Special.

Self-Evaluation This lesson introduced five “confusing” words for students that will be on
their spelling test on Friday. The introduction went well. Students talked
quietly with neighbors and answered the prompt correctly. I believe that I

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should have included a more expansive review of words previously covered.
During instruction, providing students with several example sentences
helped them understand how words are spelled and used in context. The
Homophone Blackout activity was a success. We were only able to play two
games (short class). 3 different students won in those two games. These
students’ learning levels vary, so seeing students of multiple skill sets
succeed was affirming. This lesson will be presented to Homeroom 54 on
April 20. Bring a bag of Skittle Gummies or a clown bear stuffed animal as
an award for winning (giving students options is ideal).

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