Professional Documents
Culture Documents
Core Components
Subject, Content Area, or Topic
Homophones
Student Population
18 Whole Group
Learning Objectives
Students will be able to complete sentences with the correct homophones
Materials/Resources
Homophone Scoot Activity Cards
Homophone Scoot Recording Sheet
Pencil
Dry Erase Boards
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Time
(min.) Process Components
3 *Anticipatory Set
TTW put up a set of homophones on the Promethean board for students to look at.
TTW ask students, Looking at the board, what type of words are these? Students
should say that the words on the board are examples of homophones. The teacher will
call on a couple students to tell her another set of homophones and ask them to use
them in a sentence.
Note: The teacher will put up the Homophone Scoot Activity Cards around the room
before school begins.
.5 *State the Objectives (grade-level terms)
mins I can complete sentences with the correct homophones
0 Assessment
The teacher will informally assess students by looking at their recording sheets to see
how many questions they got incorrect and how many they got correct.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The teacher will give students a little extra time to finish filling out their recording sheets if they
were not able to get all of them answered. The teacher will also read each card aloud to the
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
three students with an IEP.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015