ED 3002 LESSON PLAN TEMPLATE

Date: 4.21.23
Teacher Candidate Name: Michaela Shoneye Grade: 4th
Students will be able to identify homophone pairs
Lesson Objectives

Describe the focus Content/Subject Area: Writing

area(s) for this lesson:
Topic: spelling, Spanx, homophones

Primary standards CCSS.ELA-LITERACY.L.4.1.G:

addressed in this lesson Correctly use frequently confused words (e.g., to, too, two; there, their).
(can be cross-curricular) CCSS.ELA-LITERACY.L.4.3.A:
MI State Standards. Choose words and phrases to convey ideas precisely.
Learning for Justice CCSS.ELA-LITERACY.RF.4.4.C:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.

Teacher Actions: Materials: Pencil, Worksheet, crayons, Whiteboard, timer and Homophone book
Introduction:
Student Actions: Have the students come together and read a book to the class that focuses on
homophones.
Materials/Resources: Use examples from the book and tell the students the difference between them.
Ex: ate & eight
We ate lunch at 11:00 am; Sam is eight years old
Teacher:
Write on the board another example, write and right
Read them to the class and show the class the difference between them with hand
signals (rising your right hand and air writing )
Say yet work in a sentence to give the words more meaning to the students and use
the hand signals while doing it
After that start using giving the sentences without the hand signals and let students
tell you the answer
Make sure to check understanding and add more sentences if needed
Pass out the homophone worksheet “Right or Write”
As a class, fill out the worksheet, when finished have the student read back the
sentences with the hand signals they just learned

 Class:
Pass out the phone word cards from the Calling All Homophones activity sheet. Each
student should receive just one card.
Instruct students to write their names on the phone word card.
Give directions for the Calling All Homophones game:
Find the homophone match for your card as quickly as possible. Students will search
for their match by calling out a sentence with their word, spelling it, or acting it out.
After students find their partner, have them stand at the front of the room. After ten
to fifteen minutes, students still don't have a partner, have them turn in their phone
word cards and sit down. Model these steps if necessary.
Closing:
Ask student have they feel about homophones, either get thumbs up or down, feeling
cards, by number and ect.

List Scaffolded Above learners: Challenge students to create additional homophone pairs if students
Supports have extra time.
(From HLPs and/or Essential
Early Literacy Practices)
**Identify ONE possible
accommodation for a learner
with special needs.

Reflection on last With this lesson, I am helping students move from simple to richer, more detailed
session & rationale for sentences. Students are also building vocabulary by using synonyms of words they
this lesson (use already know. This lesson provides students an opportunity to practice what they
evidence) have learned.

Ways to integrate Students can use this video, when they are at home
technology (EVEN if you
are not implementing this https://www.youtube.com/watch?v=rQuWqcVzqUU
technology in your session).

Formative assessment Exit ticket to check for understanding:

of learning outcomes: The exit ticket contains 3 sentences:
1. When you’re all (groan.grown) up, you can fly the plane.
2. Can you please help me (peel, peal) my orange?
3. His car was (toed, towed) from the lake yesterday.