Lesson plan

Go Fish! Homophones

Students will love this lesson where they learn about homophones while playing a card game! Students will also get the chance to use their new found knowledge in a fun story setting.
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Students will be able to identify homophones correctly within sentences in a paragraph.

(10 minutes)
Monster GrammarHomophones: Ee and EaHomophone Story Worksheet
  • Tell students that today we are learning about Homophones, or words that sound the same but mean different things.
  • Have a list of the many common homophones that you have previously generated as a class, or that you have written on chart paper or listed on the board.
(15 minutes)
  • Have the following narrative written on the board:
    • "Mary ____Her bed before the ____Arrived. She could ____Her sister call, "She's ____!" "Oh ____! I didn't ____She was coming today." Later their brother, Everett, went down the ____And started to ____His heavy ____Bag so he could play basketball with his friend, ____.”
  • Using the words in this order to fill in the cloze passage: made, maid, hear, here, no, know, hall, haul, gym, Jim. While determining the word, show the students how to figure out what word could belong.
(20 minutes)
  • Divide students into groups of 4 or 5.
  • Give each group a set of cards and remind them how to play Go Fish if they are unsure of the rules
  • Remind students that players play matching homophones into the centre pile. If a player has no matches, they "go fish" and pick another card."
(15 minutes)
  • Pass out Homophone Story Worksheet and have students complete it individually.
  • Enrichment:Have advanced students complete additional parts of Monster Grammar.
  • Support:Give struggling students a list of homophones complete with definitions to use while completing the independent assignment. Alternatively, students can complete the Homophones: Ee and Ea worksheet.
(10 minutes)
  • Circulate while groups are playing "Go Fish" and observe students to check for comprehension.
  • Check the Homophone Story Worksheet for accuracy.
(10 minutes)
  • Have students work in groups of three to create a list of as many homophones as they can think of in 5 minutes, and write them down.
  • Have the groups share the homophones they thought of and add to their list if they hear new ones.

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