Bridgewater

College

Education Department Lesson Plan Date: November 10, 2012 Subject Area(s): Reading VA SOL

Name: Rosie Ehlers

Title of Lesson: Homophone Fun Grade Level(s): 2 Reading 2.7 The student will expand vocabulary when reading. a. use knowledge of homophones Oral Language 2.2 The student will expand understanding and use of word meanings. a. increase listening and speaking vocabularies.
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Content Objective(s) At the conclusion of the lesson, the student will be able to identify at least 11 homophone pairs. These will include pairs from the story Dear Deer and pairs that we come up with as a class. The student will also be able to correctly determine which homonym should be used in a sentence when given the choice between the following pairs: see and sea, blew and blue, rose and rows, be and bee, piece and peace, one and won. IEP Goal/Objective: Accommodations/ Differentiation Summative Assessment (based on objectives) A small version of formative assessment will occur at the conclusion of the lesson. Through the Pair of Pears activity and the Homophone worksheet, the teacher will be able to determine how well the students have grasped the concept of homophone pairs. Summative assessment will occur at the conclusion of the reading unit. -To assess the students knowledge of homophones, there will be a section on the test that will involve identifying homophone pairs. -This section will have two parts. In the first part, students will draw lines to match homophone pairs from two separate columns. In the second part, students will look at pictures that illustrate different homophone pairs, and they will write the correct word under each picture to identify the pair. Materials Storybook Dear Deer (AR level 2.1) 5 sets of homophone pairs that will be seen in the book Dear Deer. These will be ClipArt pictures of each pair, glued onto construction paper. (These sets include moose and mousse, doe and dough, blue and blew, read and red, and pause and paws) Copies of the brainstorm chart (enough for each student and a teacher copy) Copies of the Pair of Pears worksheet (enough for each student and a teacher copy) Copies of the Homophones worksheet (enough for each student and a teacher copy) Copies of frogs (two copies of frog sheet for each student and a teacher copy) Sheets of green construction paper (enough for each student) A completed Pair of Pears to model for students A completed set of frogs glued to construction paper to model for students

Integration of technology N/A

Anticipatory Set (Focus) Good morning students! Today during reading we will be learning about homophones. We see homophones in written text and spoken language on a daily basis. Learning to recognize homophone pairs is a very important part of becoming successful at reading and writing. With the help of Aunt Ant and Dear Deer, you will be a homophone professional in no time! Access/Review Prior Knowledge In order to access and review prior knowledge, I will pull some word pairs to go over before starting the topic presentation. These are words that students will recognize because they will have used them on a regular basis. At the start of the lesson, students will gather on the classroom rug and circle around me. This will ensure that all students can see the picture examples. These will include the pairs listed under the materials section. For instance, I will show the students the pair blew and blue. Based on the pictures and their understanding of the words, students will practice saying each word with me. Topic presentation (What will the students be told?) (Students will still be seated on the rug for the topic presentation and the reading of the story). Homophones are words that have the same pronunciation but have different meanings and different spellings. It is important that we know the difference between homophones by using context clues while reading. In order to understand the differences between homophones we must practice our knowledge of them. Throughout this lesson we will pay attention to the context clues and learn how to correctly write and understand homophones. We can find homophones in all different types of reading and writing. The picture pairs we looked at earlier each represent a homophone pair because the words sound the same but have different meanings and spellings. Today we are going to read a story called Dear Deer. This book is full of homophone pairs. Aunt Ant and Dear Deer are going to help us achieve our goal of becoming homophone experts. I am going to read the story aloud to you. At the conclusion of each page, we will point out homophone pairs and go over the meanings of each word. If you have any questions as I read, please feel free to ask. Also, try to remember some of the pairs from the story. At the end of the story, we will need to remember the homophone pairs for our brainstorming activity. -Read through the story with students, making sure to use the pointing technique to help students follow along. The homophone pairs are in bold, so this technique will be very beneficial. Pay close attention when reading words such as ewe, mousse, and gnus, because students might not be sure of their meanings.

Accommodations/ Differentiation

Time Planned 1 minute

8 minutes

20 minute s

Modeling, Guided Practice, Independent Practice, Checking for Understanding (Formative Assessment) (At the conclusion of the story, students will return to their desks). Now that we have learned many homophone pairs from Aunt Ant and Dear Deer, we are going to brainstorm and write these pairs on our chart. -Each student will be given a copy of the brainstorm chart (attached). I will create a similar chart on the chalkboard for students to refer to if they have any questions about spelling. We are going to go around the room and each try to name off and explain a homophone pair that we remember from the story. If you would like, you can also list other homophone pairs that were not in the story. -If students cannot think of a pair, they can phone a friend for help. -If students seem to not understand a specific pair, we will draw pictures by each word to illustrate the difference between the homophones. Now, we are going to create a Pair of Pears (attached). Each of you will create two pairs. From the brainstorming sheet, you will choose two homophone pairs. On the front of the pears, you will write the words of the homophone pairs. On the front you may also draw a small picture to illustrate the difference between the two words. Next, you will write a sentence using each word on the back of each pear. Once you have finished labeling your pears and writing your sentences, you may color the front of the pears. Once you finish your pears, you will complete the Homophone worksheet (attached). There are 5 sentences on the worksheet with two choices of homophones to put in the blanks. You will need to choose the correct homophone to use for each sentence. If you finish your worksheet early, I will give you 2 sheets of 4 frogs (attached). You can think of 4 more homophone pairs and cut out the frogs, and then glue them on to a sheet of green construction paper. -During this independent practice, I will walk around the room to check for understanding and offer help to struggling students. Closure Today we learned a very important skill that will help us in our future reading and writing activities. Homophones are words that sound the same, but they have different spellings and meanings. We learned how to pick out homophones and how it is important to use context clues to determine the meaning of a word. With the help of Aunt Ant and Dear Deer, we are all homophone professionals!

30 min utes

1 minute