Cindy Dorton

5314 Microteach III

Lesson Cycle (5E Model) 6th ELA

Lesson Title/Topic: Homophones

Standards: 110.18 2E/B Understand vocabulary (homophones) and use the dictionary to
clarify meaning/spelling of homophones.

Lesson Objectives: TSW distinguish Assessment (Evaluation):

correct usage of homophones 85% of the Completed homophone hunt
time on the homophone hunt form.

Materials:
Dictionaries
Pens
Highlighters
Homophone forms (list of common homophones and homophone hunt)

The teacher will: The student will:

Focus (Engagement): Watch and discuss video.
Present a short, funny video slide using Discussion over the different
homophones (https://www.youtube.com/watch? homophones in the video.
v=l0VpP7VxtYg)

Teacher Input (Explanation & Elaboration): - Students will pick out the
-Write a sentence with three different words in the sentence that
homophones in it (One day there was a bear, sound the same.
but he was bare because he had no hair, and
miles away you could hear the hare laugh and - Pair/share (shoulder
laugh at the bare bear.) partners) as many
- Explain that homophones are words that homophones they can come
sound the same but have different meanings up with.
and ask students to think of some homophones
(words that sound the same but have different
meanings) and list the student answers on the - As a class, create a list of
board. homophones to be put on the
- Restate that homophones are words that board.
sound the same but have different meanings
and emphasize the importance of correct
spelling of words.
- Instruct students to use dictionaries if they
are unsure of spelling or meaning of a word.

Guided Practice (Exploration):

- Assign students in groups of two (partners - Get into assigned groups.
someone sitting next to them). - Work through the common
- Put picture images of some homophones on homophone worksheet.
the board (powerpoint). - Discuss meanings of
-Hand out common homophone handout and homophones.
instruct students in their groups to determine - Students start homophone
the meaning of the words and then to draw an hunt form with teacher
illustration of the word. (This should only take (highlighting incorrect
a couple of minutes, >5.) words and writing in correct
- Instruct students that dictionaries are words).
available if students do not know the meaning
of the words.
- Walk around room to assist students.
- After approximately 5 minutes, teacher will
ask each group for their answers.
- Teacher will give Homophone Hunt form
(http://www.k12reader.com/worksheet/homoph
one-hunt/view/) and do first paragraph with
students.

Independent Practice (Evaluation): - Complete homophone hunt

- Assign remaining portion of homophone form.
hunt for students to complete

Closure: - Assist in creating a class

Write a student guided sentence on the board homophone sentence.
using homophones (have students create the
sentence).

Options:
Enrichment: Have students create a list of
at least 20 different homophones and
develop and illustrate a story using all
homophones (Amy and Trenton).
Reteach: I will read a homophone book
(Dear Deer) to the students to illustrate
homophones with correct spellings.

Modifications:
- Follow IEP
References:
http://www.k12reader.com/worksheet/homophone-hunt/view/