Lesson Plan: Reading Foundations Mary Catherine Searson

Lesson Plan: Reading Foundations Mary Catherine Searson

Introduction Lesson topic: Learning Vocabulary Through Homophones Length of Lesson: 40 minutes VA Standards of Learning: Reading 3.4 o The student will expand vocabulary when reading. a. Use knowledge of homophones. c. Apply meaning clues, language structure, and phonetic strategies. d. Use context to clarify meaning of unfamiliar words. e. Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. Context: The study of vocabulary is an ongoing lesson, but this particular lesson is the first in this unit on learning and using homophones. Global Themes: Homophones are present in everyday language and literature. The concept of having different meanings for words that sound the same can be particularly confusing as students are learning the English language, so the study of homophones can help with this confusion.

Context Objectives Students will be able to:

Define homophones and give examples of different words that are considered homophones.

Differentiate between the spelling and meaning of different homophones

Assessment Aligned to Objectives Objectives

Students will be able to define homophones and give examples of different words that are considered homophones.

1

 Students will be able to differentiate between the spelling and meaning of different homophones

Formative Assessment Assess students' initial understanding of homophones when they are asked to come up with examples during the anticipatory set. Walk around as students work on their own riddles and during the crossword puzzle to assess comprehension of homophones.

Summative Assessment Students will complete a crossword puzzle of homophones. The teacher will use this to formally assess of students' comprehension of homophones.

Materials/Technology and Advanced Preparation Book: Dear Deer by Gene Barretta Crossword puzzle, 1 for each student Advanced preparation: Create riddles; make crossword puzzles

Teaching and Learning Sequence

TIME TEACHER ACTIONS

STUDENT ACTIONS

Introduction / Anticipatory Set

10

Begin by gathering students for a

minutes

whole group reading. Ask students

what they know about homophones and

expand on their knowledge by sharing

the example and a definition.

Read the book Dear Deer by Gene Barretta to the class.

Ask students for examples of homophones they found in the story and write them on the chalkboard to point out that the words are spelled differently even though they sound the same.

Students will discuss their initial understanding of homophones.

Students will actively listen as the teacher reads Dear Deer.

Students will participate in discussions about examples of homophones.

Have students return to their seats for

2

the activity where they will learn more about homophones.

Lesson Development Begin the lesson development with sharing a few riddles with the class. You may need to give the answer of some if they are stumped, especially the first one to give an example of how the riddles work. Pause before having a student answer the riddle to allow students the time to think about a possible answer. Ask students to explain why these are funny.

25 minutes

Ask students to work with their table partners to come up with a riddle or riddles of their own using homophones. Direct students to the list on the board from the anticipatory set if they need help coming up with ideas.

Have the groups share their riddle(s) with the class.

Closure

5 minutes

Pass out a crossword puzzle for students to complete. Have students work independently for the first few minutes but then encourage them to work together if they are tricked by any of the clues. Have students work on this for about 10 minutes.

To conclude the lesson, tell students that you will be going over the crossword puzzle with them. Ask for volunteers for each question. If the classroom has an overhead projector, fill out the puzzle using that so the class can see the different spellings. If the classroom does not, write the answers on the chalkboard.

Explain the importance of spelling using homophones as examples. Write out a few sentences using homophones

Students will think about the riddles given by the teacher and answer the riddle if they think they know the answer.

Students will work together to come up with their own riddle using homophones. If there is time, they will come up with as many as they can. They will share the riddle(s) with the class once they are finished.

Students will work independently on the crossword puzzle for the first few minutes and then work together on any they are stuck on.

Students will participate in completing the crossword puzzle as a class.

Students will find the error in the sentences on the board and explain why they are incorrect. They will replace the incorrect word with the correct homophone.

3

from the crossword puzzle with the incorrect form and ask students why they don't make sense. Demonstrate how using the rest of the sentence helps convey the correct meaning of the word. References Bear, D. R., Johnston, F., Invernizzi, M., & Templeton, S. (2012). Words their way: word study for phonics, vocabulary and spelling instruction. (5th ed.). Boston: Pearson. Gunning, T. (2013). Creating literacy instruction for all students. (8th ed.). Boston: Pearson.

4

Lesson Organizer Prior Knowledge and NEW Instructional Content

Prior Knowledge

Students will have already learned multisyllabic words. Also, students will have an ongoing knowledge of vocabulary and using syntax clues to decode meaning.

Students will have a familiarity with using reference books and other content areas as resources for learning new vocabulary.

NEW Instructional Content

Students will be able to define homophones and give examples of different words that are considered homophones.

Students will be able to differentiate between the spelling and meaning of different homophones

Instructional Modifications to ASSIST Students

Main Events of Instruction

Instructional Modifications to CHALLENGE Students

5

Stude

nts that need additional

assistance can work in

pairs during the crossword

puzzle to talk through the

different word possibilities

and spellings.

For

ELL and learning disabled

students, the teacher can

have a word bank

available. Depending on

the student, it can be a

word bank with pictures or

using the words in

sentences. Also, students

can be encouraged to use

dictionaries if needed.

T

he main event of

instruction is the

understanding of

homophones.

Students will apply

the information

introduced in the

Anticipatory Set

about homophones

during the riddles

and crossword

puzzle in lesson

development.

Studen

ts that need to be more

challenged in this lesson

can work to come up with

more riddles and

homophone examples.

If

students finish early, have

them practice their

knowledge of homophones

by completing a

homophone game online.

(

/vocabulary-

games/ homophones-

games/ homophones-

game.html)

6

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download