Lesson+Two

__**Population:**__ 5th graders and ESL learners __**Class:**__ Language Arts __**Lesson Topic:**__ Homophones __**Skills**__**:** Reading, Writing, Listening and Speaking __**Objectives**__ **:** Students will be able to define homophones and give examples of different words that are homophones. Students will be able to determine if a word is a homophone. Students will be able to demonstrate correct usage and spelling of different homophones. __**Materials**__**:**
 * notebook paper


 * pencils


 * construction paper


 * writing/coloring utensils


 * dictionaries (if needed to define the homophones)


 * index cards


 * chalkboard/whiteboard

__**P** **rocedure** __ **:**  **__0-15 minutes__ Teacher will begin class by asking the students to take out a piece of paper and a pencil. The teacher will say five words out loud and ask the students to write down how they believe the word is spelled. The words will be homophones which means that the word can be spelled in different ways but the teacher will not say that. For example, the teacher will say the word "board" but some students might write the word "bored" on their paper. The teacher will continue to do this with the words "wear, know, sea, and ate" which can all be spelled in a different way. The teacher will make sure that he/she is enunciating the words and saying them slowly and providing sufficicent wait time for each word to get written down. The teacher will ask the students if they are done. Then, the teacher will say the first word again and ask a student how they spelled the word. The teacher will write the word on the board. The teacher will ask the class if anyone spelled the same word differently. If so, the teacher will write it on the board also. The teacher will do this for all five words. Once that is done, the teacher will discuss with students the definition of homophones: "Words that have the same sound but different spelling and meaning." ** **__15-30 minutes__** The teacher will explain what a triple homophone is: //three// words that have the same sound but different spelling and meaning. The teacher should emphasize how often these words are commonly confused and effect written communication. The teacher will have a stack of index cards with a triple homophone and a sentence example written on each card. For example, three of the index cards should be the words “there, their, they’re” and another three cards should be “to, too, two.” ** The number of index cards will depend on the class size. The teacher will give each student one index card. The students will be asked to walk around the class to find the other two words that complete the triple homophone. Ask the students to sit together once they have found the other two words that match their index card. When the students have all sat down, the teacher will tell the groups to read each others cards and discuss how the words are different. Encourage the students to read the sentences on the back of the cards. Then, ask the students to come up with one more sentence example for each word. The teacher will walk around to each group and read their sentences. The teacher should assist student understanding by asking questions like “Do you think the three homophones have the same meanings?” “How can using these homophones incorrectly in a letter confuse the person reading it?” and “How can a person make sure they are using the write homophone in a sentence?”

** **__30-45 minutes__**
 * With the students still in their groups of three, ask them to take out a sheet of paper and a pencil. One student should be assigned the duty of writing for the first part of the activity. The teacher will tell the students to brainstorm as many other homophones as they can and write them down. Then, the teacher will give each group a dictionary and ask them to define the homophones (second member of the group will write) they came up with and use them in a sentence (third member of the group will write). Encourage the students to help each other with any spelling and writing difficulties. Next, the teacher will ask each group to share their homophones with the class and the teacher will write them on the board so the rest of the class can visually see the difference in spelling. The teacher will also ask the groups to share the definitions of the words so the rest of the class can hear the differences in meaning. **


 * __45-60 minutes__**
 * The last part of the lesson will involve individual work. So, the teacher will ask the student to return to their normal seats. Once the students are seated, the teacher will hand the first student on the left side of the room a pack of colored construction paper. The teacher will tell the class to pick one piece of construction paper and pass the rest back to the student behind them until all the students have one piece of construction paper. Each row will be given a box of markers or colored pencils and will be told to share the box with the students in their row. Next, the teacher will ask the student to fold the construction paper in half and he/she will model how to fold the paper. Then, ask the students to each pick one homophone pair (either from the board, the index cards, or ones they brainstormed). Let the students know that it’s okay if they have the same homophone pair as one of their peers. The teacher will tell the students that they will write the first word at the top of the left side of the paper and the second word at the top of the right side of the paper. After doing so, they will use their colored utensils to draw a picture of both words. The teacher should provide students with an example, such as the homophone pair “ant and aunt.” The teacher will say that the word “ant” can have a picture drawn underneath it of an ant on the sidewalk and the word “aunt” can have a picture drawn underneath of a woman with her name underneath. Students will be able to see how the spelling of the word changes the whole meaning of the word. Once the students are done drawing, finish the lesson with a review of what homophones are and why it is important to distinguish them when writing. **


 * __Assessment__**
 * The teacher will have several opportunities throughout the lesson to assess student comprehension and learning. During the 15-30 minutes of the lesson, the teacher should walk around to each group to make sure the students came up with other sentences for each index card. The teacher will be able to help the students and read the sentences to make sure they understand the words and their meanings. During the 30-45 minutes of the lesson, the teacher will be able to walk around to each group to find out if any students are having difficulty brainstorming other homophones and if they can use the words in a sentence. During the last 15 minutes of the lesson, the teacher will be able to look at the drawings on the construction paper to assess whether or not the students could distinguish the difference between the homophone pairs. Throughout the lesson, the teacher will ask questions and provide opportunities for students to give feedback. **


 * __Homework__**