UMU Lesson Plan Template

2013-2014
Name: Annissa Coley, Tracy Asplin, Kayla Ashdown
Date: 11/5/14
Grade Level: 4th
Class Period: Educational Technology
Subject: English
Lesson # & Title: Lesson 1: Homophones
Big Idea/Lesson Focus: Homophones
Essential Question: What is a homophone and how do you use them?
Context for Learning: There are 8 males and 12 females in the class. There are 4 students on IEPs.
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Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice

Review
Remediation/Re-teaching

Content Standards: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words.
Learning Objectives: Students will learn what homophones are and how to use them properly.
Academic Language (Academic Language Demands and/or Academic Language Objectives): Homophones
Instructional Materials and Support: SmartBoard, koosh ball, paper, pencils
Prior Knowledge: Prior to this lesson, students learned how to use context clues to know and understand the
meaning or word or phrase.
Assessment Plan:

Pre-Assessment for the unit: Hand out a worksheet where students have to circle which homophone they
think best completes the sentence.
Assessment(s) during the lesson: Students will engage in an activity using the SmartBoard. Students will
take turns throwing the koosh ball at the SmartBoard, popping the balloon and matching the correct
homophone.
Assessment(s) at the end of the lesson: Students will take turns going up to the SmartBoard and write the
word that is a homophone for the word provided.
Post-Assessment for the unit: Students will again do the worksheet from the Pre- Assessment to see what
they understand and learned from this unit.
Strategies & Learning Tasks

Introduction/Opening: Begin the lesson by showing students the YouTube video, To Too Two Song.
https://www.youtube.com/watch?v=1R7EWH2a7YI
Presentation/Explicit Instruction: Teach students what a homophone is, the types and how and why you use them.

Structured Practice/Exploration: Teacher would display a sentence on the SmartBoard using a homophone. The
homophone in the sentence will be covered by a box. After giving students time to write their answer on paper at their
desk, the teacher would reveal the answer and discuss why it is correct.
Guided Practice/Specific Feedback: Students will form collaborative groups. The group will choose one student
from the group to go up to the SmartBoard and do the koosh ball activity. After the student selects an answer, the class
can discuss why it is right or wrong.
Independent Practice/Application: Teacher will assign a homework assignment involving homophones.
Closure: Students will be asked the following questions to elicit their understanding of the lesson: What is a
homophone? Why do you use them? How do you know which one to use and when? What are some examples of
homophones?
Differentiation, Individualized Instruction, and Assessment: To accommodate the students with IEPs, a
paraprofessional would be in the classroom to assist those who are struggling or need extra help.
Research and Theory: Gardners theory of Multiple Intelligences was the theory that the lesson was based on. This
theory supports the various types and styles of learning, which include, linguistic, visual- spatial, body kinesthetic
movement, musical-rhythmic, interpersonal and intrapersonal.