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Subject: Communication Arts |
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1. Topic-
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2. Content-
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| A Lesson Plan on Homonyms/Homophones |
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3. Goals: Aims/Outcomes-
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| THis activity is designed to teach students about homonyms or homophones
by means of cooperative learning. |
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4. Objectives-
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1.Students will be able to define the word homonym and give examples
of common homonyms.
2.Students will understand that the words homonym and homophone are
often used as synonyms.
3.Students will create a homonym list that includes at least 15 pairs
of homonyms and their definitions.
4. Students will write a paragraph that includes at least six of the
words in their homonym dictionary. |
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5. Materials and Aids-
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| paper, pencil, index cards, dictionaries, marker board, handouts. |
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6. Procedures/Methods-
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A. Introduction-
| Anticipatory Set: Tell students the Joke of A Horse is a Hoarse,
Of Course, Of Course; Ask students why this joke is funny. Ask if
anyone knows what we call two words that sound the same but have different
meanings. Discussion will occur. |
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B. Development-
| Discussion of the terms homonym and homophone. Define the two words
on the board. Ask students to give examples of homonyms/homophones. |
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C. Practice-
Guided Practice-write at least five homonym/homophones on the marker
board, noting that some are spelled the same and some are not.
Pass out handout with some homonyms/homophones listed and a paragraph
that includes sets of the words for example of what the assignment
is to consist of. |
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D. Independent Practice-
| Students will be placed together for group work. Students are given
index cards to come up with 15 homonyms/homophones. Students are to
pick at least six homonyms/homophones and define each word and use
it in a sentence correctly. Once the lists, definitions, and sentences
are complete each student will attempt to make a story (or paragraph)
using at least 6 of the homonyms/homophones within the story. |
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E. Accommodations (Differentiated Instruction)-
| The contents of this lesson have been modified for the students.
This lesson was intended for multiple class periods and larger quantities.
The students in the class are all classified as students with specific
learning disabilities and ADHD students. The students within this
class often drift or wander from the subject material and have to
be redirected and refocus their attention. I often have to repeat
the material more than once and model several times. |
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F. Checking for understanding-
| Allow students to ask questions during the lesson. I will check
often for understanding by asking specific questions to each student.
This technique also helps keep students focused. |
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G. Closure-
| Restate the objectives and content of this day's lesson. Students
will read their story aloud. |
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