Students will be able to distinguish between different common homophones.
- Explain to students that HomophonesAre words that sound the same, but have different meanings and are spelled differently.
- Draw a T-Chart on the board and write two common homophones in the heading section of the T-Chart, e.g. "no" and "know."
- Explain that "no" can be used to say that you cannot do something, or that something that is not allowed. "Know" means you understand something. Say the words again and ask the students if they sound the same, then ask the students if they mean the same thing.
- Play the Homophone MonkeyAnd Brian McKnight and Cleo sing "Homophones"Videos.
Explicit Instruction/Teacher modeling(10 minutes)
- In the T-Chart, draw a picture that represents each homophone. (i.e. a face shaking back and forth under "no", and a light bulb under "know")
- Ask for student volunteers to think of sentences that use each homophone (e.g. "My mom said no" and "I know my name") and write the sentences under the correct words. Keep going until you have three sentences for each word.
Guided practise(10 minutes)
- Hand out the Holy Homophones worksheet to each student.
- Explain the directions of the worksheet and have the students complete their sheets independently.
- Walk around the room to monitor the students and help as needed.
Independent working time(20 minutes)
- Hand out the Sail for Sale worksheet to students.
- Have them work on the worksheet independently.
- Once students have finished, have them work on the See the Sea worksheet.
- Enrichment:Have advanced students create a list of homophones that they come across while reading or writing.
- Support:Pair students who needs support with more advanced students. Reduce the amount of work that they need to complete on the worksheets.
- Collect students' worksheets once they finish. Review them later to assess understanding.
Review and closing(5 minutes)
- Review the definition of a homophone.
- Allow students to ask questions and give comments about the lesson content.