Teacher Education Lesson Plan Template

Teacher: Sonya Swartzentruber Date: February 4, 2017

Title of Lesson: Homophone Scoot Cooperating Teacher: Michael Brown

Core Components
Subject, Content Area, or Topic
Homophones
Student Population
18 Whole Group
Learning Objectives
Students will be able to complete sentences with the correct homophones

Virginia Essential Knowledge and Skills (SOL)

3.4 The student will expand vocabulary when reading.
a) Use knowledge of homophones

Materials/Resources
Homophone Scoot Activity Cards
Homophone Scoot Recording Sheet
Pencil
Dry Erase Boards
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
3 *Anticipatory Set
TTW put up a set of homophones on the Promethean board for students to look at.
TTW ask students, Looking at the board, what type of words are these? Students
should say that the words on the board are examples of homophones. The teacher will
call on a couple students to tell her another set of homophones and ask them to use
them in a sentence.
Note: The teacher will put up the Homophone Scoot Activity Cards around the room
before school begins.
.5 *State the Objectives (grade-level terms)
mins I can complete sentences with the correct homophones

2 *Instructional Input or Procedure

TTW call on the students of the month to pass out the Homophone Scoot Recording
Sheets to the class. TTW will explain to students that they will be looking at the scoot
cards around the room to find the correct homophone to complete the sentences.
TTW call on students individually to stand in front of one of the activity cards hanging
around the room with a dry erase board, their papers, and a pencil.
Note: Students have already done many scoots, so they know what they should be
doing
1 *Modeling
TTW come up with a sentence that contains a homophone and ask the class which
form of the homophone would fit in the sentence. For instance, she may say, I bought
two pieces of pizza. TSW be expected to spell the correct form of the homophone.
*Independent Practice
10 TSW walk around the room and complete the scoot by writing the answers on their
papers. Every 10 or 15 seconds, she will tell students to scoot to the next card on the
wall. After students have finished, they will sit at their seats.
8 *Guided Practice
TTW go over the correct answers with the class. TTW have the students of the month
collect the scoot cards off the wall and help her put them in numerical order. She will
then place the first card under the document camera and ask students what the correct
answer is for that card. She will explain why they are correct or incorrect. TTW continue
until she has gone over all 20 cards. TTW will be sure to tell students not to erase any
incorrect answers, but to simply mark it wrong.
0 *Check for Understanding
TTW check for understanding by going over the answers to the homophone scoot to
see which homophones students are having trouble grasping.
2 *Closure
mins The teacher will ask students, Why is it important to know homophones?

0 Assessment
The teacher will informally assess students by looking at their recording sheets to see
how many questions they got incorrect and how many they got correct.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The teacher will give students a little extra time to finish filling out their recording sheets if they
were not able to get all of them answered. The teacher will also read each card aloud to the
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
three students with an IEP.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

Homophone Scoot Example

Credit: Nicole Brotspies (Teachers Pay Teachers)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015