TCNJ Lesson Plan

Homophones

Student Name: Gabi Sabony School Name: Hopewell Elementary School

Grade Level: 2 Host Teachers Name: Claudia Scotti

Guiding and/or Essential Questions: What are homophones?

Pre-lesson Assignments and/or Student Prior Knowledge: Students may know what
homophones are. Students should know that there are words that are spelled differently but
sound the same and have a different meaning (ex: bear and bare).1

Standards:
CCSS.ELA-Literacy.RL.2.7. Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.SL.2.6. Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.
CCSS.ELA-Literacy.SL.2.1. Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

Learning Objectives and Assessments:

Learning Objectives Assessment

The students will create sentences of The students will be assessed by the accuracy
homophones, from a given homophone pair. and creativity of their sentences.

Students will participate in oral discussion The students will be assessed by their oral
about homophones and their meanings. answers of participation.

Materials/Resources:
Notecards with homophone pairs and pictures on them- 19
Dear Deer by Gene Barretta
Coloring supplies
Pencils
Bag to house slips of homophone pairs
Slips of homophone pairs- 19
Homophone sentence worksheet- 19

1
Lesson adaped from http://www.cpalms.org/Public/PreviewResourceLesson/Preview/37067.
 Differentiation worksheets

Plan for set-up/distribution/cleanup of materials:

I will prepare the worksheets, notecards, and slips of homophone pairs for all
activities before the lesson and will have them ready to present beforehand. I will distribute the
materials as needed during the lesson, and will collect as students finish. At each table grouping,
there are coloring materials and pencils.

Step by Step plan:

1. Lesson beginning: I will begin the lesson with all students at their seats. I will hand out
note cards, face down, on each students desk. I will instruct the students to, at the same
time, look at their word and converse with their classmates to find their partner. Their
partner will be the person with the word that sounds the same as them but is spelled
differently. (Ex: One student with the word chilly and one student with the word chili
will be partners.)
2. Once all students have their partners, the students and I will stand in a circle on the rug.
Students will be instructed to stand next to their partners. We will go around the circle
and each student will say their word.
3. I will then collect the notecards and instruct the students to sit down on the carpet for a
discussion and a read aloud. During the discussion, I will ask questions such as, Do you
notice any patterns between the words? What do these words mean? How are they both
alike and different? I will ask each question separately with time for students to discuss
and answer in between.
4. I will then explain that these word pairs are called homophones. Homophones are words
that are spelled differently, have different meanings, but sound the same. I will introduce
the book by explaining that the book tells the story of what happens at the zoo by using
homophones.
5. After the discussion has been concluded, I will read the story, Dear Deer to the class.
During the book, I will ask the students, What homophone is on this page? throughout
the book.
6. After I finish the book, I will explain the directions for the activity. Students will
randomly pick a homophone pair from a bag. They will be provided with a piece of
paper in which they will write the homophone pair, write a sentence for each, and draw a
picture for each word. When they have completed this assignment, they will be
instructed to have their work checked by the teacher. If they have time, they can practice
homophones on worksheets that will be provided to them.
7. I will then dismiss the students from the carpet to go back to their seats. I will hand out
the materials and the students will begin working.
8. Students will work on the activity.
 9. If there is time, students will practice homophones with worksheets. The students will
place them in a bin to be assessed and marked.
10. Closing: Students will be provided with a homophone pair and will be instructed to write
a sentence for each to show their understanding of the words and homophones. I will
then collect the exit slips and will dismiss the students to get ready for lunch.

Key Questions:
Do you notice any patterns between the words?
What do these words mean?
How are they both alike and different?
What homophone is on this page?

Logistics:
Timing:
Introduction: 7 minutes
Discussion: 3 minutes
Book: 5 minutes
Explanation of activities: 3 minutes
Activities: 15 minutes
Closing: 4 minutes
Total: 37 minutes

Transitions: Students will move from the rug to their seats and around the room quietly and
nicely.

Classroom Management: I will announce to the students that during the introduction, they
should go around nicely and calmly, and speak to their classmates respectfully. When students
pick their homophone randomly for their assignment, I will explain that all of the words are great
and that they should work on the one that they picked. Students are instructed to use the silent
connection hand signal if they can relate to something, instead of calling out.

Differentiation
Early finishers will be instructed to work on other worksheets that will be provided to them.
Students who are struggling can ask for help and can be prompted to complete and understand
their sentences. Students who take their time and do not finish will be instructed to finish at a
later date but are encouraged to not be distracted and stay on task.