TCNJ Lesson Plan

Homophones
Read Aloud
Making a Class Book
Student Name: Lindsay Gottfried
Grade Level: Second Grade

School Name: Lawrenceville

Host Teachers Name: Ms. McIndoe

Guiding Questions:
What are homophones?
What is the proper context to use each homophone pair?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background
knowledge, possible misconceptions, prior lesson content
Background Knowledge: Students may know homonym and homophone are often used
as synonyms.
Possible Misconceptions: Students may think homophones are homographs which is a
word that has the same spelling as another word but has a different sound and a different
meaning (lead: to go in front of and lead: a metal)
Prior Lesson Content: Students have been introduced to the word homophone earlier
in the week before this lesson will be taught.
Standards:
CCSS.ELA-Literacy.RF.2.3.e
Identify words with inconsistent but common spelling-sound correspondences
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing.
CCSS.ELA-LITERACY.L.2.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.L.2.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.
Learning Objectives and Assessments:
Learning Objectives
Students will be able to construct a
completed page in the class
homophone book using illustrations
and words.

Assessment
Teacher will assess students page in the class
book, for correct depiction of homophones
using both illustrations and words.

Students will be able to use context

clues to determine and verify meaning
of homophones in reading.

Teacher will assess students use of context

clues to determine the appropriate context of
the homophones in the reading of the poem.

Students will be able to recognize that

words can sound alike but have
different meanings by writing a
sentence for each word using its
correct connotation.

Teacher will assess that students sentences for

correct use of homophones.

Materials: (List all, include any online or book references)

Dear Deer By: Gene Barretta
T-Chart
20 pieces of colored construction paper
20 pages of homophone
Glue
Markers
Crayons
Im Mixed Up poem
Smartboard
Plan for distribution/cleanup of materials:
After students are dismissed to their seats the teacher will pass out index cards with two
homophones on it that will used for their page in the class book.
Homophone pairs will be color coded based on level. Yellow = easy, purple = medium,
blue = hard.
Teacher will select one student in each table group to gather markers and crayons for the
table to use.
Students will raise their hand after they complete their homophone page for teachers to
check. Students will then be given one piece of colored construction paper for their page
to be glued on.
Step by Step plan (numbered):
1. Teacher will read a few jokes to the class:
Question: What does a sheeps Valentines Day card say?
Answer: I love ewe.
Question: Whats a cats favorite button on a DVD remote?
Answer: Paws.
Question: What is ice creams favorite day of the week?
Answer: Sundae.
Question: What did the chess piece say before bed?
Answer: Knight knight.
Question: Why did the boy eat his homework?
Answer: Because he thought it was a piece of cake!
Question: Why was the rabbit upset before picture day?

Answer: Because he was having a bad hare day!

Question: How do you catch a fairy?
Answer: By its fairy tail
Question: Why did the bread have holes in it?
Answer: Because it was whole wheat bread
2.
Teacher will ask: Why are these jokes funny?
3.
Teacher will ask: Who remembers what a homophone is?
4.
The teacher will tell the class that homophones are words that are spelled
differently, have different meanings, but sound the same.
5.
The teacher will tell the students that we will be reading a fun book that uses
homophones in every sentence. The teacher will encourage students to keep a mental note
of some of the homophones used throughout the story.
6.
After the story, the teacher will show the class a T-Chart. The teacher will call on
students and ask them to recall examples of homophones in the story. Teacher will keep
the homophone pairs listed side by side.
7.
Teacher will ask if students have any questions about homophones.
8.
Teacher will dismiss students back to their desks by their birthday months.
9.
Students will be directed to a poem in the front of the class. The teacher will read
the poem and ask which homophone pair should be used. Teacher will project the poem
on the SmartBoard.
10.
Teacher will alternate between reading the poem and students reading the poem.
11.
Teacher will call on class volunteers to come to the board and circle the correct
homophone in each sentence using a dry erase marker.
12.
Teacher will once again as if the students have any questions.
13.
Teacher will tell the class that they will be making their very own homophone
book like the story we just read! The teacher will explain that each student will be given
two homophones and they will have to create their own page that will be part of an entire
class book.
14.
The teacher will show the worksheet that the students will be using and an
example of her own. The teacher will explain that students will write each of
homophones above the boxes. Then, students will illustrate one picture per word in the
boxes. Finally, students will use each word in one sentence that will exhibit the correct
context.
15.
The teacher will encourage students to do their best work because the pages will
be laminated and the book will put on display in the library.
16.
Teacher will ask if students have any questions. If not, teacher will pass out book
pages that will have an index card attached to the top with the homophone pair.
17.
Students will work for 15 minutes.
18.
Teacher will come around and check students sentence to make sure it is correct
before they are able to illustrate their picture.
19.
Closure: 3-5 students will share their pages with the class. Teacher will ask what a
homophone is.
Key Questions (that you will ask):
What are some pairs of homophones that are used in the story?
Do you hear that the words sound the same?

Why are these jokes funny?

Logistics:
Timing:
Lesson beginning/jokes: 2 minutes
Read aloud of Dear Deer: 10 minutes
T Chart: 5 minutes
Working on class book: 15 minutes
Closing/Share: 2 minutes
Transitions: Students will be transitioned from the rug area to their seats by their
birthday month. For example: if your birthday is in October you may walk back to your
desk to begin working. If you birthday is in April you may walk back to your seat etc.
Students will be given a two-minute warning prior to cleaning up and asked if anyone
would like to share their page.
After the lesson, students will place work in the finished work basket.
Classroom Management:
Teacher will use a timer to keep track of the students working time. Students will be
given a two-minute warning when it is time to start finishing up. Teacher will use a bell if
the noise level gets too loud. Additionally, if the bell needs to be rang more than one, the
teacher will take marbles away from the class reward system. If an individual student is
misbehaving during the read-aloud or during the writing/art activity the teacher will have
the student flip their card.
Differentiation
For the early finishers, they will be given the choice either to create another page in the
class book or write a sentence for their pair of homophones.
The higher level students may choose to make up their own homophone pair or be given
a challenge set.
For the lower level students they will be given an easier pair of homophone words.
Homophone list:
Easy:
1. pear/pair
2. see/sea
3. son/sun
4. one/won
5. rose/rows
Medium:
1. plane/plain
2. sale/sail
3. flour/flower
4. piece/peace
5. night/knight

6. read/red
7. close/clothes
8. pray/prey
Hard:
1. heard/herd
2. break/brake
3. wail/whale
4. scent/cent
5. male/mail
6. meet/meat
7. pour/poor
8. boarder/border
9. desert/dessert
10. seen/scene

Im All Mixed Up!

Im all mixed up.
I need help from you.
How do I no / know
Why the sky is blue / blew? I do not no/know.
I wish I new / knew!
Is my sister aged for / four or too / to/ two?
Eye / I am named Marie.
She is named Be / Bee / Bea.
We eat red / read berries
By the water at the see / sea.
I have a lot of work to do / due!
Ill so / sew a button on the coat you
wear/ where.
Ill sit on that chair.
Ill wait right / write over there / their.
Im all mixed up.
I need help from you.
Can you choose the right words? See what you can
do!

Mrs. McIndoes Class

Hunt for Homophones!

2014 - 2015