November 19, 2018
|
By Sarah Zegarra

Lesson plan

Homophone Posters

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GradeSubjectView aligned standards
  • Students will be able to distinguish between the meanings of commonly misused homophones.
(5 minutes)
  • Read the following paragraph aloud to students twice, the first time without showing them the text, and the second while showing it on the document camera:
    • "Their once was a man who went to the see to sea a grate big wail. The animal was stranded on the beach, and found itself stuck in a whole. The man new it would be an amazing sight because the whale was knot asleep, but in fact, wide awake. As it had been they're for a while, the wail had a pungent sent to it. When the man's eyes fell on the whale, he staired at it intently for it was the most beautiful animal he had ever seen."
  • Ask students to discuss with a partner the problem(s) with this paragraph (it is full of misused homophones).
  • Call on a few students to point out the problematic words and tell them that these words are called homophones.
(5 minutes)
  • Tell students that HomophoneHas Greek origins because "homo" means same and "phon" means sound in Greek. So, homophones are words that sound the same but have different meanings and spellings.
  • Inform students that these words are easily confused and writers often make spelling errors when using homophones.
  • Tell students that today we will look at some common homophones and use context clues to know which word is right.
(20 minutes)
  • Draw a T-chart on a piece of chart paper and title one side 'homophone' and the other side 'example'.
  • Invite students to point out the homophone errors in the paragraph you read earlier and fill out the chart with correct examples of each homophone in a sentence.
  • Ask students to think of other homophones to add to the chart (some examples include: they're, there, their; to, too, two; sea, see; so, sew; new, knew; not, knot; weather, whether; peace, piece; maid, made; flour, flower; grate, great). State the definition of each word and encourage students to come up with sentences using each homophone correctly.
  • Pass out the Tricky Homophones worksheet and explain the directions. Do the first problem on the document camera for students to see.
  • Instruct students to work in partners to complete the sheet.
(20 minutes)
  • Go over the worksheet as a class, inviting students to share their answers, and correct any mistakes.
  • Distribute a piece of construction paper and markers to each student. Assign a set of homophones to each student.
  • Tell students that they will each create a poster explaining a set of homophones.
  • Instruct them to begin the poster by folding the construction paper into halves, if they have a set of two homophones (i.e., "blue" and "blew"), or thirds, if they have a set of three homophones (i.e., "to," "too," "two").
  • Tell students that each section of the folder paper will contain the word, a picture to represent the meaning of the word, and a sentence with the word.
  • Walk around to assist struggling students.

Enrichment:

  • Give your early finishers and advanced learners the Homophone Hero worksheet to further their homophone understanding (see optional materials).

Support:

  • Give struggling students a set of homophones that is easier to comprehend and represent in picture form such as "rode" and "road."
  • Gather a small group of students to read aloud the book by Gene Barretta, Dear Deer: A Book of Homophones, so they may see more examples of homophones with the visual aides.
(5 minutes)
  • Write "their," "there," and "they're" on separate pieces of paper and post each paper in a different part of the classroom.
  • Read aloud the following sentences without showing them to the students. Pause at the end of each sentence and instruct students to point to the correct homophone posted on the wall.
    • "The monkeys are swinging on the tree over there."
    • "Their tails are very long."
    • "They're quite loud too."
  • Observe your students and notice whether they point to the correct word in the room.
  • Repeat the assessment with another set of homophones to further measure their understanding.
(5 minutes)
  • Ask students to brainstorm other ways to help them learn about homophones and remember which to use when.
  • Record their responses on a chart paper as a reminder to continue exploring this topic (some ideas could be: going on a homophone hunt in their writing or in their friend's writing, watching a YouTube video on homophones, or reading books about homophones such as the Amelia Bedelia series).
  • Invite students to state which strategy they plan on using in the future.

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