Lesson Plan #6 Title: Editing for Homophones

Performance Objective: Fifth grade students will use Microsoft Word tools and the

RhymeZone website to edit their homophone usage within their essay, they will complete this

task with 98% accuracy.

Resources or Materials Needed: netbook and internet access, printed student writing, writing

notebook, pencil, RhymeZone website

Time: 60 minutes

Step 1: Pre-Instructional Activities: I will call the class to the carpet with their writing

notebooks and a pencil. I will ask a student to give me an example of a homophone. They should

be familiar with what homophones are from the previous lesson. I will open up the RhymeZone

website to show the class, and type in whatever word the student example was. This will

populate a list of other homophones in that family, and an example of usage.

Step 2: Content Presentation: I will show students the performance objective and give them

time to re-write it in language they better understand. I will ask for a volunteer to write this

statement as a learning target on our learning target wall. Students will copy it down in their

writing notebooks.

Step 3: Learner Participation: I will tell students that they have already explored the meanings

of common homophones, but we are still practicing using them in our own writing. I will model

how to check for homophones by using the search tool in word. I will type in each of the

homophones listed on the anchor chart from the previous lesson. This will direct me to where

each one is written in my essay.

 I will then explain to the class how to use RhymeZone when I am unsure of a

homophone. I will type in the word, and make sure the example makes sense for my own

writing. I will then go back to my essay and make corrections. I will explain that RhymeZone is

another way to double check our work, and that when writers are unsure of something they

always go back and check.

Step 4: Assessment: Students will be assessed using the standards based grading rubric created

by the Lake Washington School District. Students at standard will be able to, “Spell grade-

appropriate words mostly correctly including: homophones (to, too, there, their)” (Lake

Washington School District, 2018). Students will be assessed on their ability to use homophones

correctly in their edited writing.

Step 5: Follow-Through Activities: Once students are done editing their own writing, they will

have an opportunity to share their writing with the class. I will ask students to share something

they edited from their writing. I will also ask the class if they used RhymeZone to check their

work. This will lead to a brief discussion about how becoming a better editor is becoming a

better writer. Students will use this skill for the remainder of the year, in nearly all subject areas.

Lesson Plan Summary: This lesson plan was taught using behaviorist learning strategies. The

beginning of the lesson was teacher led. This was chosen because a new technology was being

introduced, and students do not have any prior knowledge of how to use RhymeZone.