LESSON PLANNING TEMPLATE

Teacher Candidate Name: Alexa Iandolo School: Memorial Middle School Grade: 7
Topic: Language Arts Essential Question: What changes the meaning of a word? Date of Lesson: 4/15/16
Concept (to be developed and explored by students): Homophones - Its vs Its
Standard(s): Learning objective(s): Assessment(s): (If applicable attach assessment tools & rubrics)

CCSS.ELA-LITERACY.L.7.1.A Student will be able to explain the Its or Its? Its so confusing! worksheet
difference between the homophone
Explain the function of phrases Rubric
pair its and its.
and clauses in general and their
function in specific sentences.
Student will be able to implement
these homophones into sentences
correctly.

Planning:
Materials (e.g. Props/Manipulatives): Cards, clothespins, puzzle pieces, worksheet, colored pencils
Technology / Visuals: Smartboard/White board, online stopwatch
Cite Sources: https://www.youtube.com/watch?v=b4wHZcif18U

Teaching and Learning

Process Steps: Teacher Students
Choose steps or What questions will you ask? What will What will students do? What tools will students use? Where in the classroom are
use instructors you do, say, and/or write? What tools the students? How will students be grouped?
process steps: will you use?
Engage The students have started the
homophones unit in the beginning of
the week, learning different
 homophones each day. The previous
day, they were taught the there, theyre
and their homophones. Students will be sitting at their desks.

I will begin my lesson by asking the Students will contribute to the discussion by giving examples of homophones
students what the definition of a they remember.
homophone is. I will ask them to share
what pairs of homophones that they
might have in mind. Following, I am Students will help me identify homophones that correctly fit in the sentences.
going to ask the students if they would The students will volunteer to come up to the Smart board to write the answers.
help me complete a few sentences
reflecting the prior days homophones
(there, theyre and their).

Teach I will ask the students to take out their

notebooks and a pencil. As they are Students will be sitting at their desks.
taking that out, I will be passing out a
blue and green colored pencil to each
student. I will introduce the new Students will be taking notes. They will be using different colored pencils to
homophone pair Its and Its. I will tell write different definitions and examples.
the students to write that as the title in
their notes, along with the date. I will
then go through the definitions of each
word and discuss examples for them to Students will watch a short video.
write down. I will write some examples
on the white board. The students will
write the Its information in blue and
the Its information in green. I will then
go over when to use which type in a
sentence and go over a provided
example.
I will then show a short video explaining
the definitions of each word.
 (https://www.youtube.com/watch?v=b4wHZcif
18U)

After the video, I will go over a image

and why it is important to know the
differences between these words and
their uses.

Practice As a class, we will complete a worksheet

to put the material into perspective. The Students will be at their desks.
worksheet is called Its or Its? Its so
confusing! Students will complete the worksheet.

Centers I will then introduce the two center

activities that we are going to do for Students will be at their desks.
some practice.
Students will be spit into two groups:
Center 1: Puzzle Mania Group 1:
This center consists of puzzle pieces for Nick
Its and Its. There are 3 pieces that Moe
students will have to connect together. Ashley
One piece has the word, one piece has Angie
the definition, and the last piece is
blank. The students must connect the Group 2:
correct word to the correct definition Joey
and then write an example on the blank Izaiah
piece. The students will then get to take Sarah
the strip puzzles with them as a study Storm
tool.

Center 2: Pick, Flip, Check

This center consists of a board with
practice sentences. It shows Its on one
side of the sentence and Its on the
other side of the sentence all on the
same side of the board. On the back of
the board, there is the correct answer
for the sentence. The objective is for the
students to place a clothespin on which
It they believe is the answer. When all
the sentences have a clothespin next to
it, they can flip it over and see if they
got the right answer depending where
the clothespin is placed.

I will explain that each student will be

doing both of the activities. I will put the
timer on the board for each station Students will complete both center activities.
before they switch to the next. They will
have 10 minutes for each station. I will
split the students into groups so they
can get started.
Discussion We will come back together as a class
after centers to wrap up. I will review Students will be at their desks.
the definitions and uses of each in a
sentence. I will then pass out a lined
piece of paper to each student. Finally, I
will show the students 5 sentences on
the board and they must write their
answers and an explanation/reason for
why they used which verb they did and
on a separate sheet of paper to hand in. Students will write the answers to the sentences on a piece of paper and hand
I will do #1 with them as an example so in.
the directions are clear.

The five sentences are:

1. EX: Jackie helped the puppy find its
toy.
2. Matt watched the little ant carry its
piece of bread across the floor.
3. Its a warm and sunny day, so we
decided to go outside to play.
4. My mom told us we needed to put
our jackets on because its cold outside.
5. The dog seemed to want some food,
so Kate put some in its bowl.

Differentiated Instruction:

The students are split into 2 groups for centers based on ability levels. The students were then mixed into each group so there were higher
and lower level students in each of the groups.

Higher Levels: Ashley, Sarah, Nick, Angie Lower Levels: Joey, Izaiah, Storm, Moe

Group 1: Nick, Moe, Ashley, Angie Group 2: Joey, Izaiah, Sarah, Storm
 *******Analysis of Student Learning ********
To be completed AFTER lesson implementation
Students were able to
Evidence
Explanation

Rubric

1 2 3

Student did not understand Student understands the Student understands these
Understanding the lesson. The student concept but may need more homophones. The student got
didnt get any of the four practice/help. The student all four of the sentences
sentences correct. got 2 or 3 of the four correct.
answers correct.
 Student didnt give an Student had 2 or 3 of their Students explanation for
Reasoning explanation for which word explanations correct. each word choice was
they chose to use in the correct.
sentence.

Total = ___________/3