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Spring 2016_Phonics/ Word Study

Homophone Lesson with Technology


Name: Megan Butterman
School: Miller Middle School
Grade Level: 6th, 7th, and 8th
Number of Students in Class: 6-7
Unit: Grammar (parts of speech and homophones)
Lesson Duration: 80 minutes
Day, Date, and Time of Lesson:4/6/16
1. Objective(s): By the end of the lesson, students define and/or show the meanings of different
homophones and be able to use the 5 words (there, their, theyre, your, and youre) correctly in a webbased comic created on Make Beliefs Comix.
By the end of the lesson, students will create a web comic using the web tools provided.
2. Colorado Academic Standards:
6th Grade Language Arts
3. Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy
Evidence Outcome: a. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (CCSS: L.6.1)
WIDA Standards
ELLs communicate information, ideas, and concepts necessary for academic success in the content area
of Language Arts.
ISTE Student Standards
1. Creativity and Innovation
a. Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology
i. Apply existing knowledge to generate new ideas, products or processes
ii. Create original works as a means of personal or group expression
2. Technology operations and concepts
a. Students demonstrate a sound understanding of technology concepts, systems, and
operations
i. Understand and use technology systems
ii. Select and use applications effectively and productively
iii. Troubleshoot systems and applications
3. Learning Target(s):
I can explain the differences between their, there, theyre, your, and youre and use them correctly in
sentences.
I can use Make Beliefs Comix to create a fun web comic using the homophones I learned today.
4. Key Vocabulary:
Move, scale, flip, bring to the front, comic
There, their, theyre, your, youre
Prerequisite Technology skills
Students must already know how to use the internet and find websites. How to use this specific website
will be explicitly taught during the lesson.

Spring 2016_Phonics/ Word Study


5. Assessment:
Exit ticket
Web comic (will be assessed on if they created a proper web comic at least 3 frames, at least one
character, and dialogue and if they used the 5 homophones correctly)
Formative Assessment/Observation throughout the lesson Checks for understanding
6. Materials:
https://www.youtube.com/watch?v=pjAJswDB14s&list=PLpQQipWcxwt_tkSZ3RLFNeme31Euy59l&index=1 (your and youre video 1min) they are creative videos and
other middle school teachers commented that their classes enjoyed them.
https://www.youtube.com/watch?v=F-G9Igd9Cwk (Their, there and theyre vid 1.5m)
Pages with 5 main words on them hanging around the room.
List of creative sentences to pull from
Computers
7. Essential Questions or Big Picture Statement:
How can knowing the parts of speech make grammar easier?
Since were learning about homophones, try to notice how many times you use these words when you
talk or write.
8. Introduction/Anticipatory Set: Now, weve been doing some activities reviewing words that sound
the same, called homophones; today were going to focus on there, their, and theyre; as well as your
and youre. Raise your hand if you think you know the differences between these words. Perhaps also
say a sentence to pull them in using all of the there homophones to emphasize there meanings.
9. ****Step-by-Step Lesson Process:****
Introduction/Anticipatory Set:
Now, weve been doing some activities reviewing words that sound the same, called homophones;
today were going to focus on there, their, and theyre; as well as your and youre. Raise your hand if you
think you know the differences between these words. Perhaps also say a sentence to pull them in using
all of the there homophones. (Students will have just finished the Do Now and are sitting at their
desks). (2 min)
Direct Instruction
Then they will watch the 2 videos (only 2.5 min of video). After each video, come up with an action for
each word, so that the definition of the word becomes physical. They can first turn to a shoulder partner
and then any group can present what they came up with. Then the class can decide the movement to
use. Model each movement with the students. Let them be creative. Say each word a few times to make
sure we have the action down. Students have to do the action along with the teacher. (to be able to
come up with accurate movements is a check for understanding of content) (10-15 min)
Guided Practice
Then, I will say a sentence, and students will get up and walk to the sign on the wall with the correct
word. You may have noticed the signs on the wall with these words on them. I am going to say a
sentence (I can repeat it as many times as you need) and then you will stand by the word you think it is.
Please be ready to explain why! For example, if I thought the sentence Their dog is cute shows
possession, which word would I go to? Model walking to the word and couple times and then hand over
the reins (check for understanding of process). This activity is a check for understanding of content. If
students are struggling, go back to the movements and definitions. They can do the movements in this

Spring 2016_Phonics/ Word Study


activity as well! If they are doing a great job, choose students to start coming up with their own
sentences. A random student gets to come up with the next sentence. At this point, the teacher will be
simply observing and helping when needed. (10 min)
Independent Practice
Students will get on the computers and create a web comic creatively using the homophones weve
practiced. I will model my example web comic, and then show them how to use the program. We will
review the board where the technology vocab is listed and includes pictures. Students will have
approximately 15 minutes after modeling and reviewing the vocab to create their own web comics. (25
min)
Closure
Then they will end with a short exit ticket. (5 min)
The exit ticket will have a survey of how they liked my lesson and the activities. Just one or two questions
on how confident theyd be able to tech this content to a peer, what they liked about the lesson, and
what they didnt like about the lesson. This is a way for me to get feedback for future lessons that may
involve similar activities. It also gives them a say in how they are taught to some degree

There

Spring 2016_Phonics/ Word Study

Theyre

Spring 2016_Phonics/ Word Study

Their

Spring 2016_Phonics/ Word Study

Your

Spring 2016_Phonics/ Word Study

Youre

Spring 2016_Phonics/ Word Study