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Introduce students to what homophones are by showing them examples and havign them come up with their own examples.
-Pair of mittens/socks
-overhead transparency with example on it.
State Core Standard #6 Objective 3 Use structural analysis and context clues to determine meanings of words.
Learning Goal: (The students will learn that . . .)
Two words can sound the same but be spelled different and mean different things.
At the end of the lesson you will be able to . . .
Use a pair of homophones and know the different between the two words
Expectations for behavior: I need to see Model Students with desks cleared and their eyes on me.
Anticipatory Set: Tell the class about a time that you went to the store to get a big juicy pear for lunch, but instead the store clerk gave you a pair of mittens (or socks). Ask the class why that happened and why they got confused. Ask them what the difference between the two words are in how they are spelled and what they mean.
Instructional Input: Explain how two words can sound alike but have different meanings and spellings. When they come across a word that they don’t know in their reading, they can look at the words around that word and see what would make sense to help them figure it out. Show the transparency with these words on it:
Modeling: Use the overhead to show the students how to figure it out. Show one word and ask a student what it means and to use that word in a sentence. Then show the other word in the pair and have them do the same thing. The next time have them guess what the other way of using that word would be. Think aloud what a homophone is and what it means to look at context clues.
Check for understanding: Have students tell their partner what a homophone is.
Guided Practice: Write a word on the board. Have a student come up and write the homophone for it. Other words you can use are Aunt/ant, sun/son, hare/hair
Independent Practice: Have students write each homophone on a mitten and draw a picture.
Closure: What did we learn about homophones? What should you do if you hear a word and don’t know what it means right away?
Formal Assessment: (ABCD)
Given a pair of homophones, the students will be able to use structural analysis and context clues to determine the meaning of both words
Think of a pair of homophones and put one on each dicut mitten
Why would a store clerk confuse ”pear” and “pair”? What do those two words mean in a sentence?
If you understand what a homophone is give me a thumbs up.