ReadWriteThink Lesson Plan

Erin Dilla
EDU 740
University of New England
Lesson Plan Title
Homophones Lesson: Lessen the Confusion
Abstract
After an introduction using technology and a read aloud, students work to create a class
list of homophones and write riddles of commonly-confused pairs of words, using digital
storytelling.
Overview
As a class, students watch a short video, participate in a homophones activity from
Spelling/Vocabulary City, and listen for homophone examples from the book, Dear Deer.
The class goes on a Homophones Hunt and works together to create a chart with a list
of homophones, using books from the classroom library and dictionaries, as needed.
After creating the class list, each student chooses one set of homophones to write a pair
of riddles using the digital storytelling website, Little Bird Tales. Teacher models this
process. Students write, share and try to guess each others homophone riddles.
Grade Level
2-4
Lesson Plan Type
Standard Lesson
Estimated Lesson Time
Four 50-minute sessions
Featured Resources
Computers and Interactive Whiteboard
Book: Dear, Deer
Paper (chart and Homophones Hunt paper for students)
Materials

Book: Dear, Deer

Interactive whiteboard, computers, websites
Paper
Homophones Hunt handout
Pencils, crayons
Dictionaries

Technology
http://www.vocabulary.co.il/homophones/
http://www.ezschool.com/games/english/homonyms/homophones.html
https://littlebirdtales.com/
http://www.spellingcity.com/homophones-and-homonyms.html
From Theory to Practice
Vocabulary instruction is a key component of reading comprehension, fluency, and
achievement (Bromley, 2007). Fluent readers read more quickly and have better
comprehension than readers with limited word knowledge (Bromley, 2007). Many upper
elementary teachers are unsure how to use word study and vocabulary instruction in
their classrooms (Bloodgood and Pacifici, 2004). Why is explicit instruction in the area
of word study and multiple meaning words important? Bromley (2007) tells us,
Approximately, 75% of the most frequently used words have multiple meanings
(p.531). Understanding the meanings of these kinds of words can be difficult, especially
for struggling readers and English Language Learners. Students need to learn
strategies to decipher multiple meaning words, including using context clues.
References
Bloodgood, J.W., & Pacifici, L.C. (2004). Bringing Word Study to Intermediate
Classrooms. Reading Teacher, 58(3), 250-263.
Bromley, K. (2007). Nine Things Every Teacher Should Know about Words and
Vocabulary Instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-537.
Standards
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., soundletter
correspondence, sentence structure, context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling

and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
8. Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).
Common Core Standards
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are
used in a text, distinguishing literal from non-literal language.
CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a
word or phrase.
CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5a Distinguish the literal and non-literal meanings of words and
phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use
(e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.

Websites
Youtube- Homophones Video
http://www.youtube.com/watch?v=GJUqJyX5NSA
This is a one-minute video/song called Homophone Monkey.
SpellingCity: (from free games)
https://www.spellingcity.com/sound-alikes.html
Spelling City offers many free activities. These homophone activities are free
resources.
https://littlebirdtales.com/
This is a digital storytelling website where students can use Art Pad, type text, and
record their voices.
For enrichment:
http://www.vocabulary.co.il/homophones/
Many free games to use for homophones are available on this site.
http://www.ezschool.com/games/english/homonyms/homophones.html
This site offers a homophones matching game.
Preparation
1. The teacher should gather materials including the book (Dear Deer), paper, and
dictionaries.
2. The teacher labels a large piece of chart paper Homophones.
3. The teacher has Homophones Hunt handout and rubrics printed for each student.
4. The teacher has websites and sample presentation ready to use.

Instructional Plan
Student Objectives
Students will:

Define homophones and increase knowledge of the meanings of homophones.

Expand written and oral vocabularies and communicate with an audience using
writing.

Identify clues to decipher multiple-meaning words within text.

Demonstrate understanding homophones through the use of writing.

Incorporate the use of technology in to writing projects.

Work collaboratively during brainstorming and sharing projects.

Instructional Plan- Activities

Session One
1. The teacher asks the students if they can think of any words that sound the same but
have different meanings. The teacher tells the students that they will listen to a read
aloud called, Dear Deer. The teacher shows the cover illustration/title and asks the
students what they notice. The students will listen for the words in the book that sound
the same but have different meanings.
2. The teacher reads the short book again. This time, the teacher reads the Note to
Readers in the front of the book, which tells the students the definition of homophones.
During the second reading, students will show thumbs up when they hear a
homophone.
3. The teacher uses the computer/smartboard to show a one minute homophones video
and also play a game from Spelling City, as a class.
4. Next, the class works together to create a class list of homophones, starting with
examples from the book, video and game. The students will use the classroom
dictionaries and other classroom books to have a Homophones Hunt adding to the
class list and their own Homophones Hunt paper. The students will work with a
partner.

5. To wrap up the first session, the teacher challenges the students to try to find more
homophones to add to the list the next day.
Session Two
1. The class reviews the definition of homophones and class list, and the teacher asks if
the students have thought of any more to add.
2. The teacher begins the writing part of the lesson by sharing an example of a digital,
mini, homophones books. http://www.littlebirdtales.com/tales/view/story_id/354459 on
the interactive whiteboard/computer.
3. Students will use the class list to choose one pair of homophones that they would like
to use in their digital book.
4. Students will use scratch paper to sketch ideas and write homophone riddles for their
pair of words.
5. The teacher assists students and makes sure they will be ready to create digital
presentation.
Session Three
1. The class will work in the computer lab to allow all students an opportunity to begin
their digital Homophone Books.
2. The teachers presentation is on the interactive whiteboard, for students to refer to as
needed. The teacher reviews the features of digital storytelling on Little Bird Tales.
3. The teacher reviews expectations and shares rubric. The students begin to create a
five-page homophones book. This will be in the same format as the teacher model. It
will have a cover, a homophone riddle, the answer, a second riddle, and the answer.
Students can choose to add an ending page, if they would like. Students may choose if
they would like to have text only or add their recorded voice. Students will also have
choice in creating their own artwork or using digital pictures to use in their creations.
Session Four
1. The class reviews the rubric to make sure that students are meeting the project
requirements. Students will continue their homophone digital books in the computer lab.
When they are finished, they can preview their own and also share with someone who
is finished.

2. For those who finish early, students may use the websites provided for reinforcement.
3. Presentations will be saved and shared in the classroom or at events for other
students, families, etc.

Extensions

The students will be able to share their digital stories with family, classmates and
other friends.

The class will share their digital presentation at the schools Academic Fair.

From Super Teacher Worksheets, free (no membership needed for these two)
Can use for reinforcement or homework:
http://www.superteacherworksheets.com/homophones/homophoneclues_WBRMN.pdf

http://www.superteacherworksheets.com/homophones/homophone-baseballsentences_WBRMR.pdf

Student Assessment/Reflections
The teacher will use observation of students working and a rubric for the digital writing
project.

Rubric for Homophones Project

Student
Excellent
Objective
2 points
The student shows
understanding of
homophones and
meanings.

Complete
1 point

Incomplete
0 points

Score

The student uses writing

to communicate
understanding of
homophones.
The student incorporated
the use of technology into
their project.
The student worked
collaboratively with group
to brainstorm and list
homophones and sharing
final projects.
The students digital
presentation shows
understanding of
homophones and
effort.
Total:

Related Resources

An article from ReadWriteThink: E-Voc Strategies: 10 Ways to Use

Technology to Build Vocabulary by: Bridget Dalton and Dana L. Grisham
http://www.readwritethink.org/professional-development/professionallibrary/evoc-strategies-ways-technology-30923.html

Parent Resource from ReadWriteThink: Talk It Up: Expanding a Childs

Vocabulary
http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/talkexpanding-child-vocabulary-30956.html

Image

Keywords/Tagging
Homophones, digital storytelling