Homophones Homonyms Homographs

Student Teacher: Tami Pollock

Mentor Teacher: Teresa Atkins
Liaison: Julie Persky
Grade: Fourth Grade
Subject: Writing
Date: November 17/18, 2015
Time: 9:00am/10:30am

Rationale:
To introduce homonyms, homographs, and homophones.
TEKS:
110.15. English Language Arts and Reading, Grade 4
(22) Oral and Written Conventions/Spelling. Students spell correctly. Students
are expected to:
(C) spell commonly used homophones (e.g., there, they're, their; two, too, to);
Supporting TEKS:
110.15. English Language Arts and Reading, Grade 4
(27) Listening and Speaking/Listening. Students use comprehension skills to
listen attentively to others in formal and informal settings. Students continue to
apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent
comments;

ELPS:
ELPS Student Expectations for Listening K-12, 19 TAC 74.4(c)(2)
(E) use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language;
ELPS Student Expectations for Speaking K-12, 19 TAC 74.4(c)(3)
(E) share information in cooperative learning interactions;

Objective:
The student will: identify a homonym, homograph, and a homophone while taking
interactive notes.
The student will: work together with the class by placing a correct homonym,
homograph, or homophone word on a Venn Diagram chart.
Assessment:
The teacher will: visual monitor how the student can take interactive notes from a
PowerPoint.
The teacher will: guide the student as they place their word on the Venn Diagram
chart by asking specific questions to how they know that is where the word
belongs on the chart.

Blooms Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Higher Order Thinking (HOT) Questions:
(1) What characteristics does a homonym have? Homograph have? Homophone
have?
(2) Why is it important to use your context clues in a sentence to determine the
meaning of a homonym or homograph?
(3) Why is it important to have the correct spelling of a homophone word in a
sentence and how can it change the meaning of a sentence?
Classroom Strategies:
Cooperative Groups
Technology
Simulation
Charts/Graphs/Maps
Problem Solving
Peer Tutoring
Hands-On
Centers
Pairing
Lecture
Small Group
Whole Group
Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Visual/Spatial
Logical/Math
Musical

Interpersonal
Intrapersonal
Lesson Plan Cycle

Opening:
Hook:
Listen as I read you a few riddles
A. What would we do if we found bad plants spoiling our lawn?
Wed weed.
B. How do you say, Run away, small jumping insect that lives on a dog!?
Flee, flea.
C. What is an animal with a rough-sounding voice that cowboys ride?
A hoarse horse.
Do you notice anything about these riddles?
Introduction:
Introduce the lesson.
Today we will
Identify
Make a connection.
Do you remember the question from your homework that you had to fix the
word wear to where? (Write the two different words on the board)
Information Giving:
Use the PowerPoint to:

Teach what is a homonym, homograph, and homophone.

Explain that each a homonym, homograph, and homophone possess a
characteristic for sound, spelling, and meaning.
Check for Understanding:
Venn Diagram
The students will one at a time take a set of words and tape it to our Venn
Diagram chart in the correct section. The students must read the set of words,
show the set of words to the class, and explain their thought process of
determining if their set of words is an example of a homonym, homograph, or a
homophone.
Guided Practice:
Use the PowerPoint to:
Complete the chart to graph the characteristics of a homonym,
homograph, and a homophone.
Independent Practice:
On your own
Write the correct meaning of the most important homophones on your
interactive notes.
Closure:
Review with the class what is a homonym, homograph, and homophone along
with their characteristics to be able to identify and use these words in their
writing. Share with the class that we will learn more about homophones next
class.
Extension:
Individually
The student can quiz themselves on Homophone Task Cards.

Whole Group
The students can take turns answering Homophone Task Cards when
their name is called from the pick-a-stick canister.
Im Done:
Students will have the option to:
1. Read a their library book.
2. Write in their free journal.
Homework:
Weekly Homework Packet
Accommodations:
1. Scaffold by providing an example.
2. Dictation for students who cannot take verbal to writing.
3. Separate table that students can move to at their discretion.
Modifications:
AB preferential seating, sound amplification device, modified content
(shortened homework)
JK minimized distractions by seating arrangement, re-teach/re-test, not
penalized for misspelled words, extra testing time
NM stress ball
CC spelling words from Mrs. Gaffeny
HC spelling words from Mrs. Gaffeny
TR reminders to stay on task, preferential seating (back to clock), cooling off
time, specific consequences for negative choices

MB preferential seating, extended time on assignments by 50 percent

MC oral instructions on all test and assignments, supplemental aids (in writing
binder), extra time when needed, spelling assistance

Materials:
-

Book
Homonyms, Homographs, Homophones PowerPoint
Interactive Notes
Venn Diagram Chart
Venn Diagram Sort Cards
Venn Diagram Sort Titles
Homophone Task Cards

Resources:
Book: Eight Ate A Feast of Homonym Riddles
Notes:
Have Fun!