Homophone Lesson Plan Outline

Introduction
● Lesson topic: Homophones
● Length of Lesson (estimated): 1 hour
● VA Standards of Learning 3.3b The student will apply word-analysis skills when reading; use
knowledge of homophones.

Learning Objectives
Students will:
● verbally explain difference in meaning of homophones
● use context clues to determine and verify meaning of homophones in reading
● correctly apply knowledge of homophones in writing

Materials
● Homophone presentation and ability to project
● The King Who Rained by Fred Gwynne
● Centers set up with:
○ homophone rummy cards and other word study activities/games in Games
○ journals/pencils in Writing
○ paper, crayons, markers, glue, scissors in Art/Illustration
○ books in Independent Reading
○ websites pre-selected in Computers
○ The Web Files Reader’s Theater script by Margie Palatini, Dear Deer by Gene Barretta,
and The King Who Rained in flexible reading groups
○ Grammar Cop worksheet for homework

Teaching and Learning Sequence

● Introduction/Anticipatory Set –
○ Read The King Who Rained by Fred Gwynne
○ Students will Think-Pair-Share to reflect on the book, making notes about anything
interesting
○ Create a list on the smart board, as a class, of anything interesting, important reflections,
and associations about the book or their pair discussions (homophones should come up
and we will segway into our presentation).
● Lesson Development –
○ Give Homophones Presentation
○ Students will Think-Pair-Share for 5 minutes and come up with a list of additional
homophones; we will list them on the smart board as a class
○ Students will move into Centers:
■ Students will check the centers chart to see where they’re supposed to go first
■ Students will rotate centers when the timer goes off (15 minutes in each,
students will not go to every center in this lesson but centers are set according to
the Daily Five plan and stay up continuously with just the activities changing).
■ Games: students will select either homophone rummy or another word
study game, activity, or sort to play with a partner, group of 3-4 players, or
independently
■ Writing: students will write in their journals. Students should use at least one
homophone pair in today’s journal entry. Students may select a prompt from the
writing ideas box if they need help choosing a topic to write on.
 ■ Art/Illustration: students will draw a picture or create a piece of art which
illustrates their knowledge of homophones
■ Independent Reading: students will select a book on their Independent Reading
level and choose a spot in the room to read quietly
■ Computers: students will play a word-study computer game or create a document
which shows their knowledge of correct usage of homophones.
○ During centers, pull students out to work with me in reading groups
■ Reading groups are flexible and homogenous, based on current reading level.
■ Tigers will work on shared and choral repeated reading of The King Who Rained
■ Jaguars will work on a Reader’s Theater script of The Web Files - they will work
on this in reading group throughout this unit and present at the end of this unit.
■ Bobcats will work on oral reading of Dear Deer and will complete QAR questions
to check for literal, inferential, and evaluative comprehension at the end.
● Closure –
○ Complete homophones concept map on the smart board as a class; this will be posted on
class blog for future reference/review with homophones presentation.

Homework
Students will read independently at home for at least 15 minutes and enter the time they read and the
book in their reading log.
Students will complete the Grammar Cop worksheet by circling the correct homophone word choice.

Assessment
Describe and provide examples of how the evaluation of students' learning will be accomplished.
Remember that assessment(s) must be directly related to the lesson objectives.
● Formative –
○ Monitor students during Think-Pair-Share to make sure they’re on track and their
discussions show comprehension of The King Who Rained
○ Class list of important reflections, associations
○ Monitor students during centers to make sure they’re on track
○ Reading groups: make sure students show comprehension of homophones in reading
● Summative –
○ Grammar Cop worksheet for homework: check for completeness and correctness. We
will go over this as a class at the beginning of the next lesson before students turn it in.
○ Student journals: check that students are correctly using homophones in their writing
○ Art/Illustration: check that students show comprehension of homophones

References
Barretta, Gene. Dear Deer: A Book about Homophones, Square Fish Publishing, 2010.
Grammar Cop worksheet, The Case of the Alien’s Favor, 2007,
http://www2.scholastic.com/browse/article.jsp?id=11744
Gwynne, Fred. The King Who Rained, Aladdin Publishing, 1988.
Palatini, Margie. The Web Files, Reader’s Theater Script based on the book.
http://margiepalatini.com/whats-l3-2/readers-theater/