Beruflich Dokumente
Kultur Dokumente
Template
1. Lesson Plan Information
Subject/Course: Language
Time: N/A
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Literacy Curriculum Expectations for Grade 4:
2.4 identify various elements of style including alliteration, descriptive adjectives and adverbs, and sentences of
different types, lengths, and structures and explain how they help communicate meaning
Learning Skills (Where applicable):
- Responsibility (Game)
- Group work (Game & activity)
3. Content
What do I want the learners to know and/or be able to do?
- Be able to define a Homonym, Homophone, & Homograph
- Be able to give an example of homophone and homograph
Today learners will:
- Participate in a matching game of correct homophones
- Learn about the definition of each type of homonym
- Complete an activity to practice coming up with homonyms
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
B. Learning Environment
- Classroom
- Desks
C. Resources/Materials
- White board
- White board markers
- Tape
- Puzzle piece printouts
- Glasses print out
- Colouring materials
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Hook (5 minutes): Puzzle pieces under their seats. Must find their matches and hang up beside each other on the
board
- Extra challenge is that you can not talk! If anyone talks we will stop the whole game.
- Students will travel around the classroom looking for their group of three (each group represents a different
homophone)
Take up the activity. See if they are all correct and if not, ask the class where they think the pieces belong.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Introduce anchor chart for Homophones and Homographs (Both Homonyms)
- Read it aloud to the class
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
Transition into the activity by telling the students they are going to have an opportunity to come up with their own
homonyms.
Activity:
Students will be given a pair of glasses (paper) and they will have to come up with two words that are homophones
on the front and two words that are homographs on the back!
* Draw a picture as well as write the word in each frame.
* Work in pairs
* The homonyms they choose must be different than the one they paired up with in the beginning!
* If they have extra time, they can colour the frames of the glasses.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
- The glasses can act as assessment of their learning
CONCLUSION: How will I conclude the lesson?
Congratulate them on their learning and encourage them to find homonyms in their everyday life!