Lesson Plan : Sounds Like Homonyms
Teacher Name: | Mrs. Hofbauer |
Grade: | Grade 2 |
Subject: | Language Arts |
Topic: | Homonyms-Word that are pronounced the same, but are spelled differently and have different meanings. |
Content: | We will discuss what homonyms are and how we decide which one to use in any particular sentence. |
Goals: | The students will understand what Homonyms are and give specific examples. |
Objectives: | Given a sentence strip with a word missing and two homonyms, the student will choose the correct homonym in 4/5 trials with minimal teacher assistance. Given their daily journals, the student will write down new homonyms that they encounted each day of the unit using correct spelling and including the words definition. |
Materials: | Sentence strips Daily Journal Pencil Poster Marker Copy of the poem on transparency Overhead Projector Word Confusion Game- http://www.funbrain.com/whichword/index.html Computer |
Introduction: | I will read the following poem and ask the students to listen very carefully to see if they notice anything funny about the words in the poem. Hello Dear, have you seen the deer over here that cannot hear? Or seen the boar sleeping on my floor? That boar is a bore, less exciting than a door! He knows my nose can smell his toes. Do you see the dew that is on my shoe? Or the pair of hare over eating that pear with barrettes in their hair? I will solicit answers from the class and wait dor someone to mention that there were words that sounded the same in the poem and I will tell them that there were homonyms in the poem and that "Today we are going to learn what homonyms are. It is important to know what homonyms are because we use them everyday." |
Development: | This lesson will be taught using the direct instruction model. I will explain that homonyms are words that are pronounced the same, but are spelled differently and have different meanings. I will first put up a poster with the word HOMONYM on the top and the definition below it. I will next put up the copy of my poem. I will do the first sentence my self out loud asking myself the question "Do I have words that sound the same but are spelled different and have different meanings in this sentence?" I will go sentence by sentence and ask the question "Do I have words that sound the same but are spelled different and have different meanings in this sentence? Raise your hands if you would like to answer?" Following each sentence we will talk about what each word means for example: "Dear and deer. Dear means someone we care about and a deer is an animal that lives in the woods. They sound the same but are spelled differently and mean different things." I will then say it is time for us to practice together. |
Practice: | The students will stay at their desks which are arranhged in groups of four to five. Each group will be given a stack of sentence strips and the directions "Take turns with your groupmembers to fill in the blank with the correct homophone. I will be around for you to show me that you understand the assignment and if you have any questions I will be able to help you." I will walk around to each group and observe with a checklist to ensure they are understanding the material. |
Accommodations: | Slower learners- The groups will be arranged to have all ability levels so that faster learners can help slower learners. Visually Impaired- Print will be enlarged on the sentence strips and the computers will have magnifying screens attached. Writing Problems- Students with writing problems may record their journals but must spell out the new words or they may use a computer and print out their journal entry. |
Checking For Understanding: | They will receive written feedback each day in their journals. They will be evaluated through their daily writting assignments in all subject areas as to how well they have understood the concept of homonyms. |
Closure: | To conclude the lesson i will have the students read the poster outloud with me. I will remind them that we use homonyms everyday and we need to make sure we use the right words when we write so that we look smart. |
Evaluation: | |
Teacher Reflections: |
| Create New Lesson Plan | Lesson Plan Center |