Lesson

Plan


Day: M T W T F Date: 30/8/17 Time: 1:00pm Year: 5

Learning Area: English Topic: Homophones
Curriculum content description: (from ACARA)
Use metalanguage to describe the effects of ideas, text structures and language features on
particular audiences (ACELT1795)

Students prior knowledge and experience:
(Outline what the students already know about this topic)
Brief understanding of what a homophone is

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
A clear understanding of metalanguage, focusing on homophones

Learning objectives: Evaluation:

On completion of this lesson, students will be able to: (Explain how you will know that lesson objective have
(What will students know and be able to do at the been achieved / monitor student learning)
completion of the lesson specific, concise and Correct use of homophones within their short
attainable objectives) story extracts
Define what a homophone is The ability to identify errors and edit a
Provide examples of homophones partners work
Differentiate between two or more
homophones


Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
English writing books and pens
PowerPoint with definitions and examples of homophones
Sample text using wrong homophones for students to identify

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Extension students challenge them to use 10 or more homophones in their text. Ask them to come up
with their own list of homophones
Slower paced students provide more examples within sentences and definitions
Behavioural issues constant reminders to stay focused, praise when applicable and on task
Individual learning plans provide them with a list of homophones and stimulus to get started


Timing: Learning Experiences:

Introduction: (How will I engage the learners?)
5 minutes 1. Ask students to take out their English books and sit back down quickly and quietly. Provide
$30 for organized students.

2. Tell students that they are going to have a simple spelling quiz. Use words such as son/sun,
eight/ate, mail/male. Use the name cup to ask students randomly. If students ask which one
to spell, ask them to spell all that apply.

Sequence of learning experiences: (What will you do to help the students achieve the learning
objectives? What tasks and activities will the students be involved in to help achieve the learning
objectives?)
5 minutes 3. Explain that there are words that are pronounced the same but can be written
differently and have different meanings. Ask if anyone knows what that is called.
Accept answers and comment.
4. Provide a dictionary definition on PowerPoint and a simplified definition. Ask them to
copy it down for future reference.
5. Ask students to brainstorm and see how many other homophones they can think of
and write them on the board too. Ask for examples of homophones that are written
the same and different. (bow bend/ bow hair, bass fish/ bass instrument, fair
equal/ fair festival, right correct/ right left)
5 minutes 6. Provide a short passage on the smartboard with wrong homophones and draw
names out of the cup and ask if they can identify an error. When errors are identified,
write them on the whiteboard.
7. Display list of other homophones for students to refer to and comment on the similar
ones they had identified.
15 minutes 8. Ask students to write their own short story extracts using the wrong homophones
within their text. Provide a photo if they are stuck on thinking about an idea, but allow
them to think of their own story ideas if they please. Inform them not to simply tell me
about whats in the photo but who the characters are and what they are doing there
to develop a storyline.
5 minutes 9. Swap work with a partner and ask them to identify the wrong pairs. Ask them to
underline and write the correct spelling above.




5 minutes Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
10. Ask students to raise their hand if they had used 3,4,5 pairs. Last few hands get
$75 reward. Ask those students to read out their stories, pointing out the
homophones

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
Overall, my lesson went smoothly. Students were all intrigued about what the new pre-service teacher would
teach and eager to learn from someone new. By having built a relationship with them over the first few days, they
had all respectfully listened to my instructions. Introducing my topic, I had used random names from the name
cup. This vas very effective in involving all the students and gaining the focus of those who are easily distracted.
My image I chose for students to write on had also been very beneficial, it was bright and eye catching with a few
homophones that could easily get them started. During their writing time, I had roamed around the classroom and
noticed a few very good stories. Next time, I could verbally praise the students for their good stories and
encourage them to keep it up. I had kept an eye on the time and gave them a time frame before writing and
constant reminders of how long they had remaining. This was effective in informing students, giving them a heads
up to when they had to conclude their stories, keeping me on time. When I had instructed them to change their
books for a peer review and marking, they had started getting a little chatty, this level of noise I was okay with as it
was still respectful to other classrooms. The issue with this level of noise was that it didnt stop after I had asked
them to swap their work back. When I had begun to conclude the lesson, I had lost a few students who were still
in their own conversations. Next time I should make sure that everyones attention is back on me as I begin to
conclude the lesson.