Student Teacher: Maura Connors Date: 2/29/12 Subject: Word Study Topic: Homophones School: Jenkintown Elementary School

Grade: Second grade

Pre-Instructional Planning: Refer to the Fundations teachers guide for the list of homophones that they want you to use that apply to this weeks lesson.

PA State Standards:

Differentiation of Instruction: Writing abilities- students get to write sentences that reflect their writing/vocabulary abilities. Teacher example- students who need extra guidance can look off of my example for guidance. Use of white boards- allows students to show independent work Teacher given example- guides students who may need extra guidance Visual representation- word written on board to help students see the different spellings of each different meaning

Objectives: Given a pair of homophones, the students will able to identify the different meanings of the two homophones and create sentences incorporating both words into it. Students will be assessed by teacher observation and through which students used the correct meanings of each of the homophones in their sentences. Materials/Resources: Fundations teachers guide Fundations word/ vowel sounds flash cards White boards (1/student)

Dry erase marker (1/student) Dry Erase pen (1/student)

Introductory Activities: 10 minutes Have students sit on reading rug. Pick 1 name from the Popsicle stick cup to lead the class in the word sounds/vowel sounds flash cards. o Students who lead the class in reading the cards has to do the following show the students the card with the picture on it say the letters on the card say the name of the object in the picture say the sound that the letters make Example- oe (oh-ee), toe, oh

Developmental Activities: 15 minutes Have the classroom helpers hand out a white board to each student. o Lesson can be done either on the rug with the easel or at the students desks with the board. Go over homophones with the students and refresh their memories of what homophones areo Ask students to tell you 3 things they know about homophones. o Pick 3 students to provide 1 question each Answer- Homophones sound the same, but they look different and have different meanings. Explain to students that for their lesson, they will be making sentences using pairs of homophones. o The sentences can be serious, silly or fun- whichever they choose. Tell students to keep their word journal on their desk so that they can look up any meanings that they do not know. Write the first pair of homophones on the board and give an example of a sentence you would write for this pairo So friends, on the board I have the homophone pair see and sea. Which of these two words can I visit at the beach?...Sea, very good! Who know what the other see means? allow students to answer with their own meaning. o For this pair, after reviewing in my mind what each of these words mean, I would write this as my sentence, I wish I could see the sea from my bedroom window Allow students 1 minute to write their own sentences. o Have students put their boards in the air when finished (to assess their meanings of the words) After finished their sentence, give students 1 minute to share their sentence with their neighbor. Write the following homophone pairs on the board (one by one) for the students to write sentences for-

o o o o o o o o

Meat, meet To, two, too Aunt, ant Pail, pale Main, mane Plain, plane Mail, male Tail, tale

Concluding Activities: 10 minutes Students will pick a homophone pair and write a sentence using both words on a piece of paper. Students will decorate (draw/color) the paper with a picture depicting their sentence. o Allow students who finish early to start another sentence/picture on the back of their paper. Sit on the back rug and have students share their sentence and their picture.

Student Assessment: Students will be assessed throughout the lesson through observation and how quickly, easily and independently they completed their sentences. Students will also be observed during the lesson to see which students used the correct form of each word appropriately in their sentences as well use of proper punctuation\capitalization in the sentence.