Lesson plan - Study Island



|Reading Lesson: Homophones and Homonyms |Grade Level: 3 |

|Lesson Summary: The teacher introduces homophones and homonyms and explains the difference between the two, giving examples. Students brainstorm lists of |

|homophones and homonyms and review usage using the PowerPoint presentation. During Independent Practice, students create their own sentences using homophones and |

|homonyms. For the Closing Activity, students share their sentences with the class and have classmates choose the correct homophone or homonym to complete each |

|sentence. Advanced learners write a story using pairs of homophones or homonyms. Struggling learners write and illustrate sentences that include homophones and |

|homonyms. |

|Lesson Objectives: |

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|The students will know… |

|that homophones are words that sound the same but have different spellings and meanings. |

|that homonyms are words that are spelled the same but have different meanings. |

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|The students will be able to… |

|identify common homophones and homonyms. |

|use homophones and homonyms correctly in a sentence. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Remind students that some words sound the same but have different meanings or spellings, such as “toad” and “towed.” These words are called homophones. |

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|Remind students that some words are spelled the same, but have different meanings, such as the “bark” on a tree or a dog’s “bark.” These words are called homonyms.|

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|Ask students to give examples of homophones and homonyms. Clarify the difference between the two terms as needed. |

|Whole-Class Instruction |

|Materials Needed: PowerPoint slides*, paper, and pencils or pens |

|Procedure: |

|Presentation |

|Explain that the class is going to learn some common homophones and homonyms. |

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|Ask students to brainstorm a list of homophones and homonyms. Write the list on the board. |

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|Ask students to use each word on the list in a sentence. |

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|Guided Practice |

|Using the PowerPoint presentation*, go over common homophones with the class. Have students choose the correct word to complete each sentence on the PowerPoint. |

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|List examples of homonyms on the board, such as “bark,” “shed,” “fair,” “bank,” and “stick.” Have students use each word in a sentence that shows the different |

|usage for each homonym. |

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|Independent Practice |

|Have students create their own sentences using homophones and homonyms and write them in their notebooks. |

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|Closing Activity |

|Invite students to share their sentences with the class, and ask classmates to choose the correct homophone to complete each sentence. |

|Advanced Learner |

|Materials Needed: pencils and paper or computer |

|Procedure: |

|Ask students to write a story (one or two paragraphs) using at least 5 pairs of homophones or homonyms. |

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|Encourage students to share their stories with the class or post them around the classroom. |

|Struggling Learner |

|Materials Needed: pencils and paper or computer |

|Procedure: |

|Review homophones and homonyms with students. |

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|Provide additional examples as needed. |

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|Have students write sentences using homophones and homonyms. Ask students to illustrate the homophones and homonyms with their own drawings or pictures from |

|magazines or the Internet. |

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|Display the students’ work in the classroom. |

*see supplemental resources

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