GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Christa Hargett
Grade Level: 8th
Unit/Subject: English Language Arts and Reading

Title of Unit and Brief Summary: Homophones – The same, only different! This unit will go over homophones, words that appear to be or sound the
same, but hold different meanings, even when spelled or pronounced (slightly) differently. Some are more common than others, many are more common than
you would think.

Classroom and Student Factors/Grouping: Okay, so generally we have separated/grouped classes. There are average-performing students in most
classes, advanced class periods with the students who excel, and then classes with those who have 504 plans and IEPs. There are very rarely mixed classes.
Those who need extra help have an aide either for the class or personal aides who are student specific. Sometimes, there may be two aides in a classroom for
that reason. There are also students who are pull outs that do not even go to the actual classroom at all and go to a special needs or alternate classroom
instead. I will do my best to specify on that for each day/lesson, but the special needs teachers design their own curriculum since they have their own
guidelines to adhere to.

Day 1 Day 2 Day 3 Day 4

National/State Learning
Standards
(Texas Education Agency,
2017)
We use TEKS rather than
Common Core Standards.
Citation with link follows
unit plan...
(1) Developing and sustaining
foundational language skills:
listening, speaking, discussion,
and thinking--oral language.
The student develops oral
language through listening,
speaking, and discussion. The
student is expected to:
    (A) listen actively to interpret
a message by summarizing,
asking questions, and making
comments;
    (B) follow and give complex
oral instructions to perform
specific tasks, answer questions,
or solve problems;
    (C) advocate a position using
anecdotes, analogies, and/or
illustrations employing eye
(1) Developing and sustaining
foundational language skills:
listening, speaking, discussion,
and thinking--oral language.
The student develops oral
language through listening,
speaking, and discussion. The
student is expected to:
    (A) listen actively to interpret
a message by summarizing,
asking questions, and making
comments;
    (B) follow and give complex
oral instructions to perform
specific tasks, answer questions,
or solve problems;
    (C) advocate a position using
anecdotes, analogies, and/or
illustrations employing eye
(1) Developing and sustaining
foundational language skills:
listening, speaking, discussion,
and thinking--oral language.
The student develops oral
language through listening,
speaking, and discussion. The
student is expected to:
    (A) listen actively to interpret
a message by summarizing,
asking questions, and making
comments;
    (B) follow and give complex
oral instructions to perform
specific tasks, answer questions,
or solve problems;
    (C) advocate a position using
anecdotes, analogies, and/or
illustrations employing eye
(1) Developing and sustaining
foundational language skills:
listening, speaking, discussion,
and thinking--oral language.
The student develops oral
language through listening,
speaking, and discussion. The
student is expected to:
    (A) listen actively to interpret
a message by summarizing,
asking questions, and making
comments;
    (B) follow and give complex
oral instructions to perform
specific tasks, answer questions,
or solve problems;
    (C) advocate a position using
anecdotes, analogies, and/or
illustrations employing eye
contact, speaking rate, volume,
enunciation, a variety of natural
gestures, and conventions of
language to communicate ideas
effectively; and
    (D) participate
collaboratively in discussions,
plan agendas with clear goals
and deadlines, set time limits for
speakers, take notes, and vote
on key issues.
(2) Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--
vocabulary. The student uses
newly acquired vocabulary
expressively. The student is
expected to:
(A) use print or digital
resources to determine the
meaning, syllabication,
pronunciation, word origin, and
part of speech;
(B) use context within or
beyond a paragraph to clarify
the meaning of unfamiliar or
ambiguous words; and
(C) determine the meaning
and usage of grade-level
academic English words
derived from Greek and Latin
roots such as ast, qui, path,
mand/mend, and duc.
(10) Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
writing process. The student
uses the writing process
recursively to compose multiple
texts that are legible and uses
© 2021-2022. Grand Canyon University. All Rights Reserved
contact, speaking rate, volume,
enunciation, a variety of natural
gestures, and conventions of
language to communicate ideas
effectively; and
    (D) participate
collaboratively in discussions,
plan agendas with clear goals
and deadlines, set time limits for
speakers, take notes, and vote
on key issues.
(2) Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--
vocabulary. The student uses
newly acquired vocabulary
expressively. The student is
expected to:
(A) use print or digital
resources to determine the
meaning, syllabication,
pronunciation, word origin, and
part of speech;
(B) use context within or
beyond a paragraph to clarify
the meaning of unfamiliar or
ambiguous words; and
(C) determine the meaning
and usage of grade-level
academic English words derived
from Greek and Latin roots such
as ast, qui, path, mand/mend,
and duc.
(10) Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
writing process. The student
uses the writing process
recursively to compose multiple
texts that are legible and uses
contact, speaking rate, volume,
enunciation, a variety of natural
gestures, and conventions of
language to communicate ideas
effectively; and
    (D) participate
collaboratively in discussions,
plan agendas with clear goals
and deadlines, set time limits for
speakers, take notes, and vote
on key issues.
(2) Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--
vocabulary. The student uses
newly acquired vocabulary
expressively. The student is
expected to:
(A) use print or digital
resources to determine the
meaning, syllabication,
pronunciation, word origin, and
part of speech;
(B) use context within or
beyond a paragraph to clarify
the meaning of unfamiliar or
ambiguous words; and
(C) determine the meaning
and usage of grade-level
academic English words derived
from Greek and Latin roots such
as ast, qui, path, mand/mend,
and duc.
(10) Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
writing process. The student
uses the writing process
recursively to compose multiple
texts that are legible and uses
contact, speaking rate, volume,
enunciation, a variety of natural
gestures, and conventions of
language to communicate ideas
effectively; and
    (D) participate
collaboratively in discussions,
plan agendas with clear goals
and deadlines, set time limits for
speakers, take notes, and vote
on key issues.
(2) Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--
vocabulary. The student uses
newly acquired vocabulary
expressively. The student is
expected to:
(A) use print or digital
resources to determine the
meaning, syllabication,
pronunciation, word origin, and
part of speech;
(B) use context within or
beyond a paragraph to clarify
the meaning of unfamiliar or
ambiguous words; and
(C) determine the meaning
and usage of grade-level
academic English words derived
from Greek and Latin roots such
as ast, qui, path, mand/mend,
and duc.
(10) Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
writing process. The student
uses the writing process
recursively to compose multiple
texts that are legible and uses
appropriate conventions. The
student is expected to:
    (A) plan a first draft by
selecting a genre appropriate for
a particular topic, purpose, and
audience using a range of
strategies such as discussion,
background reading, and
personal interests;
    (B) develop drafts into a
focused, structured, and
coherent piece of writing by:
      (i) organizing with
purposeful structure, including
an introduction, transitions,
coherence within and across
paragraphs, and a conclusion;
and
      (ii) developing an engaging
idea reflecting depth of thought
with specific facts and details;
    (C) revise drafts for clarity,
development, organization,
style, word choice, and sentence
variety;
    (D) edit drafts using standard
English conventions, including:
      (i) complete complex
sentences with subject-verb
agreement and avoidance of
splices, run-ons, and fragments;
      (ii) consistent, appropriate
use of verb tenses;
      (iii) conjunctive adverbs;
      (iv) prepositions and
prepositional phrases and their
influence on subject-verb
agreement;
      (v) pronouns, including
relative;
(vi) subordinating
conjunctions to form complex
sentences and correlative
conjunctions such as either/or
© 2021-2022. Grand Canyon University. All Rights Reserved
appropriate conventions. The
student is expected to:
    (A) plan a first draft by
selecting a genre appropriate for
a particular topic, purpose, and
audience using a range of
strategies such as discussion,
background reading, and
personal interests;
    (B) develop drafts into a
focused, structured, and
coherent piece of writing by:
      (i) organizing with
purposeful structure, including
an introduction, transitions,
coherence within and across
paragraphs, and a conclusion;
and
      (ii) developing an engaging
idea reflecting depth of thought
with specific facts and details;
    (C) revise drafts for clarity,
development, organization,
style, word choice, and sentence
variety;
    (D) edit drafts using standard
English conventions, including:
      (i) complete complex
sentences with subject-verb
agreement and avoidance of
splices, run-ons, and fragments;
      (ii) consistent, appropriate
use of verb tenses;
      (iii) conjunctive adverbs;
      (iv) prepositions and
prepositional phrases and their
influence on subject-verb
agreement;
      (v) pronouns, including
relative;
(vi) subordinating
conjunctions to form complex
sentences and correlative
conjunctions such as either/or
appropriate conventions. The
student is expected to:
    (A) plan a first draft by
selecting a genre appropriate for
a particular topic, purpose, and
audience using a range of
strategies such as discussion,
background reading, and
personal interests;
    (B) develop drafts into a
focused, structured, and
coherent piece of writing by:
      (i) organizing with
purposeful structure, including
an introduction, transitions,
coherence within and across
paragraphs, and a conclusion;
and
      (ii) developing an engaging
idea reflecting depth of thought
with specific facts and details;
    (C) revise drafts for clarity,
development, organization,
style, word choice, and sentence
variety;
    (D) edit drafts using standard
English conventions, including:
      (i) complete complex
sentences with subject-verb
agreement and avoidance of
splices, run-ons, and fragments;
      (ii) consistent, appropriate
use of verb tenses;
      (iii) conjunctive adverbs;
      (iv) prepositions and
prepositional phrases and their
influence on subject-verb
agreement;
      (v) pronouns, including
relative;
(vi) subordinating
conjunctions to form complex
sentences and correlative
conjunctions such as either/or
appropriate conventions. The
student is expected to:
    (A) plan a first draft by
selecting a genre appropriate for
a particular topic, purpose, and
audience using a range of
strategies such as discussion,
background reading, and
personal interests;
    (B) develop drafts into a
focused, structured, and
coherent piece of writing by:
      (i) organizing with
purposeful structure, including
an introduction, transitions,
coherence within and across
paragraphs, and a conclusion;
and
      (ii) developing an engaging
idea reflecting depth of thought
with specific facts and details;
    (C) revise drafts for clarity,
development, organization,
style, word choice, and sentence
variety;
    (D) edit drafts using standard
English conventions, including:
      (i) complete complex
sentences with subject-verb
agreement and avoidance of
splices, run-ons, and fragments;
      (ii) consistent, appropriate
use of verb tenses;
      (iii) conjunctive adverbs;
      (iv) prepositions and
prepositional phrases and their
influence on subject-verb
agreement;
      (v) pronouns, including
relative;
(vi) subordinating
conjunctions to form complex
sentences and correlative
conjunctions such as either/or
 and neither/nor ;
(vii) capitalization of proper
nouns, including abbreviations,
initials, acronyms, and
organizations;
(viii) punctuation marks,
including commas in complex
sentences, transitions, and
introductory elements ; and
(ix) correct spelling,
including commonly confused
terms such as its/it's,
affect/effect, there/their/they're,
and to/two/too; and
(E) publish written work for
appropriate audiences.
Specific Learning Students will be able to
Target(s)/Objectives define homophones and give
I am using the same examples of different words
collection of objectives as the that are considered
entire unit is working toward homophones.
this same goal. The goal
does NOT change day-by-
Students will be able to
day as it cannot be achieved
determine if a word is a
in such a short time...
homophone.
Students will be able to
demonstrate correct usage
and spelling of different
homophones.
Academic Language
These are the main ones that Accept/Except
will be focused on, but others Affect/Effect
may be mentioned during Allowed/Aloud
discussions and when other Capital/Capitol
examples are offered. More
Hear/Here
may be mentioned by
Its/It’s
students on their homework
or with self-selected Principal/Principle
© 2021-2022. Grand Canyon University. All Rights Reserved
and neither/nor ;
(vii) capitalization of proper
nouns, including abbreviations,
initials, acronyms, and
organizations;
(viii) punctuation marks,
including commas in complex
sentences, transitions, and
introductory elements ; and
(ix) correct spelling,
including commonly confused
terms such as its/it's,
affect/effect, there/their/they're,
and to/two/too; and
(E) publish written work for
appropriate audiences.
Students will be able to
define homophones and give
examples of different words
that are considered
homophones.
Students will be able to
determine if a word is a
homophone.
Students will be able to
demonstrate correct usage
and spelling of different
homophones
Accept/Except
Affect/Effect
Allowed/Aloud
Capital/Capitol
Hear/Here
Its/It’s
Principal/Principle
and neither/nor ;
(vii) capitalization of proper
nouns, including abbreviations,
initials, acronyms, and
organizations;
(viii) punctuation marks,
including commas in complex
sentences, transitions, and
introductory elements ; and
(ix) correct spelling,
including commonly confused
terms such as its/it's,
affect/effect, there/their/they're,
and to/two/too; and
(E) publish written work for
appropriate audiences.
Students will be able to
define homophones and give
examples of different words
that are considered
homophones.
Students will be able to
determine if a word is a
homophone.
Students will be able to
demonstrate correct usage
and spelling of different
homophones
Accept/Except
Affect/Effect
Allowed/Aloud
Capital/Capitol
Hear/Here
Its/It’s
Principal/Principle
and neither/nor ;
(vii) capitalization of proper
nouns, including abbreviations,
initials, acronyms, and
organizations;
(viii) punctuation marks,
including commas in complex
sentences, transitions, and
introductory elements ; and
(ix) correct spelling,
including commonly confused
terms such as its/it's,
affect/effect, there/their/they're,
and to/two/too; and
(E) publish written work for
appropriate audiences.
Students will be able to
define homophones and give
examples of different words
that are considered
homophones.
Students will be able to
determine if a word is a
homophone.
Students will be able to
demonstrate correct usage
and spelling of different
homophones
Accept/Except
Affect/Effect
Allowed/Aloud
Capital/Capitol
Hear/Here
Its/It’s
Principal/Principle
homophones work.
Unit Resources,
Materials, Equipment,
and Technology
Section 2: Instructional Planning
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
To/Too/Two To/Too/Two
Their/There/They’re Their/There/They’re
Than/Then Than/Then
Your/You’re Your/You’re
Dictionary/Google Dictionary/Google
Dictionary (posted on the Dictionary (posted on the
board) board)
Flocabulary Flocabulary
Notebook Notebook
Paper Paper
Pencil/Pen Pencil/Pen
Projector Projector
White Board White Board
Worksheets Worksheets
© 2021-2022. Grand Canyon University. All Rights Reserved.
Day 1 Day 2
Introduce the word Discuss the notes from
“homophone” yesterday for a refresh
Go over the definition and ask if Watch the Flocabulary Video
any students know a few again (Yes, we will do this
generic examples daily until they understand
“These are words that sound the fully. Repetition HELPS)
same but have different Bell work:
meanings!” Given a set of homophones,
Guide them into examples and they will differentiate the
ask them if they have seen any meanings of each.
such as to/too/two or *hint*
they/their/they’re (this is open Today is about learning the
floor discussion) meanings of select homophones
for differentiation.
Presentation of Content
© 2021-2022. Grand Canyon University. All Rights Reserved
To/Too/Two To/Too/Two
Their/There/They’re Their/There/They’re
Than/Then Than/Then
Your/You’re Your/You’re
Dictionary/Google Dictionary/Google
Dictionary (posted on the Dictionary (posted on the
board) board)
Flocabulary Flocabulary
Notebook Notebook
Paper Paper
Pencil/Pen Pencil/Pen
Projector Projector
White Board White Board
Worksheets Worksheets
Day 3 Day 4
Go over the homework as a Review the homework
class Review the topic of the week,
Watch the Flocabulary video key notes, and activities
(likely the last time) and do a Go over anything that students
few quick activities that follow may have questions about
along with the video Discuss the examples again and
Given the set of homonyms important meanings in
from yesterday, they will use preparation for the quiz
each one in its own complete
sentence correctly.
Bonus if they can also use
both/all in a sentence together
in addition to separate ones.
*hint*
Today is about practicing/using
those homophones that we
learned the meaning of.
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
• English Language
Learners (ELL)
• Students with
special needs
• Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
I will display the Flocabulary
video on the white board.
Notes will be recorded on the smartboard (whichever the
board as well as students
take notes in their journals.
Today is an introduction so
there should be no
differentiation needed.
ELLs may need their aids for
translations and to help with
further understanding.
We will take our time with
videos and questions for
special needs, 504, and IEP
students.
© 2021-2022. Grand Canyon University. All Rights Reserved
I will display the Flocabulary
video on the white board or
classroom has).
Classroom will answer
questions as a whole.
Students will follow along and
take notes if they feel led to.
Notes WILL be taken during
discussion when prompted.
There will be a classroom game
of pairs/groups where
homophones are matched to
meanings.
After this practice, there will be
a follow-up worksheet.
All students will participate in
activities. Aides will help their
students with further
understanding.
I will also walk through the
groups and ensure they are on
the right track.
When worksheets are finished, I
will check them.
Application of Content
I will display the Flocabulary
video on the white board or
smartboard (whichever the
classroom has).
Classroom will answer
questions as a whole.
Students will follow along and
take notes if they feel led to.
Notes WILL be taken during
discussion when prompted.
There will be a classroom game
of pairs/groups where
homophone cards are matched
to sentence cards.
After this practice, there will be
a follow-up worksheet.
All students will participate in
activities. Aides will help their
students with further
understanding.
I will also walk through the
groups and ensure they are on
the right track.
When worksheets are finished, I
will check them.
There will be a classroom
discussion where important
notes will be written on the
board as review.
Review papers will be handed
out.
The classroom will work on
their reviews. I will help to
ensure they are recording the
correct information to study
before the test.
The review is done as a class
with the teacher.
ELLs, IEPs, and 504s will have
shortened reviews that are
simplified with multiple choice,
matching, and word banks
where necessary. There may
also be reduced answer choices,
if necessary for someone’s Plan.
This is to reflect on their test.
Advanced and General Ed
students will have the standard
reviews.
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
• English Language
Learners (ELL)
• Students with
special needs
• Students with gifted
abilities
• Early finishers
(those who finish
early and may need
additional
sources/support)
Multiple Means of
Expression
Students will watch the video(s)
and participate in discussions
and follow-up activities that go
with the video(s).
No differentiation. It is a
video, discussion, and notes.
Adaptive technology (speech-
to-text and more) is available
based on need.
Today is an introductory
© 2021-2022. Grand Canyon University. All Rights Reserved
Students will have a matching
activity where some students
are homophones, others are
their meanings. (One student is
its, another is the meaning. One
student is it’s, the other is it’s
meaning. There will be four
students that group together in
this case).
They must find one another;
this is their group.
After pairing/grouping off, they
will practice with homophone
sets and their meanings.
Group pairings will be guided
be the teacher, and worksheets
will be simplified and shortened
for ELLs, IEP, 504, and special
needs.
Advanced and General Ed
students will engage as normal.
Assessment of Content
Today will be a formative
assessment via daily grades.
Like yesterday, we will have
matching and grouping.
Only TODAY, students will
practice applying homophones
to sentences by using their
meanings. This will offer
practice and application of
knowledge.
This will lead to their worksheet
where they do the same.
Group pairings will be guided
be the teacher, and worksheets
will be simplified and shortened
for ELLs, IEP, 504, and special
needs.
Advanced and General Ed
students will engage as normal.
Today is also formative.
REVIEW DAY
All students will do their
reviews as previously stated.
It is an on-paper review that is
done as a class.
REVIEW DAY
Differentiation will be as
previously stated.
Advanced and General Ed will
have standard reviews.
Advanced will also have
composition practice where
they identify homophones and
construct original sentences.
ELL, special needs, 504, and
IEPs will receive
accommodations specific to
their plans and shortened,
simplified, and reduced answer
choices/questions. Modified to
multiple choice, word bank, and
matching.
Students will be working on
their test review today, so it
Formative and summative day, so there is a is still formative.
assessments used to monitor formative daily grade for Class Discussion Homework
student progress and modify Note-taking *Their summative test will
taking notes and Daily participation grade
instruction.
participating in Also, for paying attention for paying attention to the be tomorrow, day 5
discussions. to the video and offering video and offering (Friday)*
answers to the follow-up answers to the video’s
Also, for paying attention
activities. follow-up “quiz.”
to the video and offering
answers to the follow-up
questions. Students will be given a I will model one example
worksheet with a list of
. of identifying proper
homophones.
homophones for sentences
They will identify the correct (fill in the blanks)
meaning of each homophone
It will be a combination of Students will then be
writing the definitions, given a worksheet to do
multiple choice, and amongst themselves
matching. (There will be a sentence
with a blank. They will
have to write in the
correct homophone)
Multiple Means of
Expression It is all done as a class today, so All will watch the video and All will watch the video and General Ed students will do the
Differentiation minimal differentiation is participate in the follow-up participate in the follow-up standard reviews.
Explain how materials will necessary. activities for the video. activities for that video.
be differentiated for each of Everyone takes notes, everyone Advanced will do the standard
the following groups: watches the video and ELLs will be paired with their ELLs will be paired with their reviews in addition to writing
• English Language participates in the same aides. The work will be aides. Their work will be original sentences for practice
Learners (ELL) discussions, everyone follows simplified. simplified to multiple choice. as their quiz has a section
• Students with along. where they must construct
special needs Special needs, IEP, and 504 Special needs, IEPs, and 504s original sentences for
• Students with gifted Differentiation may be students will have simplified will have simplified work that homophone pairs/sets.
abilities necessary if a student needs work that does not include fill has a multiple choice (choose
• Early finishers help writing due to injury or in the blank. It will all be one of two) for their fill in the IF there are early finishers, they
(those who finish disability. matching. Some will have blank. may study (encouraged) or read
early and may need Speech-to-text options are also reduced questions if their Plans Some will have reduced AR (I won’t be mad).
additional available. specify that it is necessary. questions if their Plans specify
resources/support) ELL students have their own that it is necessary.

© 2021-2022. Grand Canyon University. All Rights Reserved


Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
shadow aides to help with
further explaining/translating
work/words.
Early finishers and advanced
students are in their own class
period. They will do the same
as other classes today.
Extension Activity and/or Homework
Reviewing notes is
encouraged
Advanced courses will not have
multiple choice or matching.
They must define the words
themselves.
Early finishers may read AR.
Worksheet on homophone
meanings and differentiating
homophone pairs/sets
Advanced courses will not have
multiple choice or word banks.
They will have a basic fill in the
blank.
Early finishers may read AR.
Worksheet on using the Write five sentence pairs
correct homophone and using self-selected
were. homophones.
Review all notes and
worksheets/assignments.

© 2021-2022. Grand Canyon University. All Rights Reserved

Rationale:

I chose homophones because improper usage of them seems to be more frequent by the day. You can look at any given post
or note and see “your” where there should be “you’re” or improper usage of “they’re/there/their” and “too/to/two.” I think
“defiantly/definitely” may be my biggest pet peeve, though, and even the most educated essays can suffer from this and look “dirty”
because of that one mistake.

These standards (1, 2, and 10) that I included are relevant due to:

 Standard one shows the need for effectively participating in discussions as well as listening and following directions.
 Two would be for vocabulary. They may be homophones, but it is still vocabulary practice.
 Ten is specific to correct spelling of homophones and other commonly confused words.

The words I chose, I chose because they are some of the most common that are improperly used from what I have seen. They
are also age-appropriate in most cases.

Flocabulary because it is an amazing program where students watch an animated music video where the lyrics reflect the topic,
definition, examples, and other relevant information to the topic. The graphics also reflect this. The tunes are catchy and get stuck
into the listeners’ heads quickly and easily. There are also activities that accompany the videos where you must answer questions
based on the video so that you can put each element together to run your own video (the rhythm, beat, lyrics, graphics, etc.). There
are also reviews and quizzes that accompany the videos.

The worksheets that were chosen were gone through for both vocabulary practice, definition, and meanings, as well as usage
for the words. It was important to find and use worksheets relevant to the work and appropriate for this age group. I would simply
take these worksheets and modify them for my list of terms and adaptations for students. I would use them as inspiration/templates.

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References and Links

Texas Education Agency. “Middle School Texas Essential Knowledge and Skills for English Language Arts and Reading.” Texas
Essential Knowledge and Skills, TEA - Texas Administrative Code, 2017,
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=110&rl=24.

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Worksheet/Assignment Examples:

Homonyms - Homophone Worksheets (thoughtco.com)

Homophones For Middle School Worksheets - K12 Workbook

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