Module 4 –Assignment - Lesson Sharing

Preparation/Planning
ESL Course: English
Language Arts Level Beginning Intermediat Advanced Multilevel
Topic/Theme: □ e □ □
Homophones (to, □
too, two)
Listening • Identify the correct pronunciation and distinguish between the sounds of
Objectives "to," "too," and "two" when spoken.
• Comprehend and follow verbal instructions related to using these
homophones in sentences.
Speaking • Practice pronouncing and using "to," "too," and "two" correctly in oral
sentences and conversations.
• Engage in spoken activities, expressing the meanings and usages of each
homophone.
Reading • Identify "to," "too," and "two" in written texts, comprehending their
meanings within sentences. Use context clues to understand the
appropriate usage of these homophones in written passages or sentences.
Writing • Demonstrate the correct spelling and application of "to," "too," and "two"
in written sentences.
• Practice using these homophones accurately in simple written tasks, such
as filling in blanks or constructing sentences.
Bridging
What background • Both students understand that there are three different forms of this
knowledge do the word. They understand that you use the three words in different
students already have? contexts, but they are unsure of when to use each one.

What will you do to • At first we will brainstorm. I will begin by asking students to brainstorm
activate or link words that sound the same but have different meanings or spellings.
students’ prior
knowledge or • Then we will have a discussion about the importance of words having
experience to upcoming specific meanings in communication. I’ll ask an open-ended question:
Module 4 –Assignment - Lesson Sharing
content? "Why is it important for words to have different meanings even if they
sound the same?"
Engagement with New Material
What will you do to • In this lesson, the students will be engaged in multi-sensory activities
engage students in the that get them moving and interacting with the material. I will start with
active learning of the having a slideshow projected that visually depicts the three separate
new material? meanings of the homophones. Then, I will have them participate in an
interactive matching activity where they have to collect the appropriate
homophone and place it in a sentence.

• I will also have them work collaboratively. This pair work in the matching
activity will help engage them in the material, while also promoting
communication and collaboration between them both.
What will you do to • In order to keep the students engaged, I will use different modes to cater
ensure that all students to the different learning styles. I will start off with technology with visuals
are engaged? of each homophone. Then, I will have them move around during the
matching activity, which provides some kinesthetic involvement. I also
think the peer support will add another layer of engagement, as it will be
primarily partner work.
Application
What opportunities will • This matching activity will allow the students to practice and apply their
you provide students to understanding of the homophones (to, too, and two).
practice and apply their • They will be engaging in all four domains of language acquisition.
knowledge/skill to meet
the objectives for this
lesson? To apply to
other contexts?
Assessment
How will you assess • Through direct, explicit, and systematic instruction coupled with the small
their learning of the group atmosphere, I believe I will be able to easily assess my students
objectives? understanding and achievement of the learning objectives for this lesson.
Module 4 –Assignment - Lesson Sharing
I will be able to see first hand how they communicate, encourage each
other, and whether they can accurately use the homophones
consistently.
Closing
How will you help • After every lesson or activity, I recap the objectives of that day. I will
students recap the pose questions to the students about the homophones. They will have to
learning and link it back explain to me what each one means. I will give them an “exit ticket”
to the original purpose where they will have to write a sentence using each homophone
of the lesson? correctly. This will also help gauge overall understanding.
Technology
If applicable for your • In the beginning of the lesson, I will utilize Google Slides to show the
context and your students visual representation of the homophones, definitions, and
lesson, how will you images that correlate with them. For their exit ticket, I will have them fill
meaningfully integrate out a Google Form and submit it.
technology into your
lesson?
Module 4 –Assignment - Lesson Sharing
Preparation/Planning
ESL Course: English
Language Arts Level Beginning Intermediat Advanced Multilevel
Topic/Theme: □ e □ □
Homophones (to, □
too, two)
Listening • Identify the correct pronunciation and distinguish between the sounds of
Objectives "to," "too," and "two" when spoken.
• Comprehend and follow verbal instructions related to using these
homophones in sentences.
Speaking • Practice pronouncing and using "to," "too," and "two" correctly in oral
sentences and conversations.
• Engage in spoken activities, expressing the meanings and usages of each
homophone.
Reading • Identify "to," "too," and "two" in written texts, comprehending their
meanings within sentences. Use context clues to understand the
appropriate usage of these homophones in written passages or sentences.
Writing • Demonstrate the correct spelling and application of "to," "too," and "two"
in written sentences.
• Practice using these homophones accurately in simple written tasks, such
as filling in blanks or constructing sentences.
Bridging
What background • Both students understand that there are three different forms of this
knowledge do the word. They understand that you use the three words in different
students already have? contexts, but they are unsure of when to use each one.

What will you do to • At first we will brainstorm. I will begin by asking students to brainstorm
activate or link words that sound the same but have different meanings or spellings.
students’ prior
knowledge or • Then we will have a discussion about the importance of words having
experience to upcoming specific meanings in communication. I’ll ask an open-ended question: