Lesson Plan Form Homophones

Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:
Subject:
Grade level(s): Date:
Lilian Garcia
English
6, 7, & 8
TBA
Standard:
6L5b, 7L5b, 8L5b
5. Demonstrate understanding of figurative language, word relationship and
nuances in word meaning.
b. Use the relationship between particular words (e.g. synonym/antonym,
analogy) to better understands each of the words.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? It should be specific enough to ensure student learning.
Underline content type.
Students will learn about homophones by using the relationships between words to better understand each
of the words.

II. LEARNING OUTCOME (Objective):

Given worksheets and viewing of a video, students will understand (level of cognition) homophones
(content) by reading a short story then highlighting the homophones (proving behavior or activity) with
80% percent accuracy.
DOK/Cognitive Rigor Level:
Level I Identify, recall, match
Level II Predict, show
Language Demands (What demands in terms of language does this lesson require of students, particularly
English Learners?):
Students will learn to set apart homophones from other homophones.
Examples in Spanish can be given to explain that words with similar sound or spelling can have different
meanings.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
After learning about synonyms and antonym, in this lesson students will be learning about
homophones. Later they will learn about onomatopoeia and alliteration.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Activating student prior knowledge
Tell students how I had to teach myself how to use the correct words (homophones) to write in ESL.
Student friendly objective:
By the end of our lesson you should you should be able to correctly used (level of cognition)
homophones (content) by completing the worksheets (proving behavior or activity).
Purpose: Why are students learning this? Why is it important?
Students will learn how to use homophones with accuracy when writing.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Background about homophones
a. T input Teacher will tell the difference between their, theyre, and there to the students
a. T model Teacher thinking out loud and making connections during class
b. Student response: Students will listen and ask questions
Step #2: Summarize what are homophones
a. T input Teacher will define what are homophones
a. T model Teacher will write definition of the word homophone on the board
b. Student response: Students will read the definition on the board
Step #3: What are homophones?
a. T input Teacher will ask students What do you think are homophones?
a. T model Teacher will give examples of homophones
b. Student response: Partner share about homophones they may know
Step #4: Brainstorm homophones
a. T input Teacher will write on the board samples of homophones
a. T model Teacher will provide samples of homophones
b. Student response: Students will partner share about the homophones they confuse and then give
verbal responses to the teacher
Step #5: Review homophones
a. T input Teacher will read out loud list of homophones
a. T model Teacher will say a sentence with a homophone
b. Student response: Students will guess which homophones was said in sentence
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Teacher will hand out worksheet with homophones, and do a couple of examples
Students will work and will complete and finish worksheet.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
YouTube video Between the Lion Song About Homophones
Worksheets
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative (During Lesson): Check for Understanding, Teacher observation
Teacher will observe students responses during partner share on steps 2 and 3
Summative (at the end of the lesson): Closure, exit slip, ticket out the door, quiz, test
Teacher will collect worksheets on homophones and have students give examples of homophones
before leaving
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
Accommodation: have different level of difficulty worksheets for each level of ELD
Modification: talk in Spanish to clarify some examples
VII. HOMEWORK (if appropriate):
Lesson Plan Analysis

What did the teacher need to know?
Subject matter
Do students know what

homophones are?
Students
Can students tell the

difference between their,
theyre and there?
Cite examples of TPEs addressed:

TPE 2 - Monitoring student learning during instruction
TPE 5 Student engagement
TPE 9 Instructional planning
TPE 10 Instructional time
TPE 11 Social environment
TPE 2 ask questions, thumbs up, thumbs down

TPE 5 teacher would ask questions and ask individual students
TPE 10 give students time to work in worksheets
TPE 11 students work in partners
Effective instruction
Make lesson relevant to what

students are learning

Lesson Plan Form Homophones

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Lesson Plan Form - LBS 400

II. LEARNING OUTCOME (Objective):

VII. HOMEWORK (if appropriate):

Lesson Plan Analysis

Do students know what

Can students tell the

Cite examples of TPEs addressed:

TPE 2 ask questions, thumbs up, thumbs down

Make lesson relevant to what

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