Direct Instruction Lesson Plan-Homonyms

Halle Fessler
th
Grade Level/Subject: 4 grade
Central Focus: Homonyms
Essential Standard/Common Core Objective:
L.4.4: Determine or clarify the meaning of unknown and
Date submitted:
Date
multiple-meaning words and phrases based on grade 4
taught: 3/21/16
reading and content, choosing flexibly from a range of
strategies.
Daily Lesson Objective: Students should be able to write a sentence that correctly uses and
spells two homonyms and draw a picture that represents their writing.
21st Century Skills:
Academic Language Demand (Language Function and
Creativity, Technology, Problem
Vocabulary):
Solving
Homonym, Synonym, Antonym
Prior Knowledge: Students should know synonyms and antonyms.

Activity

1. Focus and
Review

2. Statement of
Objective
for Student

Description of Activities and Setting

Ok class, you guys have been learning about synonyms and
antonyms. Can anyone tell me what the difference between a
synonym and antonym is? Have children talk about what they
have learned about synonyms antonyms. Say: Today we are
going to be talking about homonyms. Can anyone guess what a
homonym is?
Today we are going to learn what a homonym is and then you are
going to write a page of a book using homonyms.

3. Teacher Input

4. Guided Practice

Play the BrainPop video on homonyms.

https://jr.brainpop.com/readingandwriting/word/homonyms
/
Stop the video throughout and talk about what is happening.
Model practicing using homonyms in writing at minute 2:39.
(The words too, to, two, their, there, theyre, your, and youre
come up.) Say: Hmm I wonder what they differences
between these words are. Use the word two in the sentence I
bought two apples at the store. Then, misuse the word there
in the sentence I went to the mall and parked my car over
there. Ask: Is this right? How do you know?
At minute 3:31, pause the video and answer the question
myself. Talk about my reasoning for picking which version of
the word slay/sleigh that I did.
As a class take the Homonym Quiz:
http://www.squiglysplayhouse.com/Games/Quizzes/School/
Homonyms.html

Time

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

7. Closure

Ask for volunteers to answer each question. After

answering all ten, check answers. If some are missed, try
them again and talk about the differences in the words and
why we may have missed them.
Make a list of homonyms on the board, and note the
differences between them with the class. Ask: Can you
guys think of some other homonyms that youve seen?
What are the differences in the words?
Pass each child out a sheet of paper, and markers. Tell
students Take a look at the list of words we wrote on the
board. I want you to pretend that you are an author of a
homonym book. Think of a sentence where you use both
homonyms and write a page out of the book using those
two words. Then, I want you to illustrate this sentence on
your page.
Show children the example of a page. Use the sentence:
In my lunchbox, I packed a pair of pears.
Tell students, When you are done, go back and check over
your page and make sure all your spelling is correct, your
sentence makes sense, and your picture relates to your
sentence.
For correct use of the homonyms in their sentence, students will
receive 2 points. They will also receive a point for correct spelling,
and a point for sentence clarity. Students will also receive two points
for a creative drawing that represents their sentence. Students
should receive 5/6 points to meet the objective.
Ask a few students to stand up and share their work with
the class. Ask them to explain a homonym in their own
words, and then ask what they learned today that was
new.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
For high level students, ask them to write
two pages of the book, and illustrate both.

Student/Small Group
Modifications/Accommodations:
For ESL or lower level students, pick the
homonyms for them in their sentence and talk
about the word uses before they write their
sentences.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

Computer/Smartboard (1)
Paper (23 pieces)
Markers (Enough for each child)
Whiteboard (1)
Dry erase marker (1)
References:
https://jr.brainpop.com/readingandwriting/word/homonyms/
http://www.squiglysplayhouse.com/Games/Quizzes/School/Homonyms.html
Reflection on lesson: