Lesson Plan:

Go Fish! Homophones

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August 26, 2015
by Margie Morrissey

Learning Objectives

Students will be able to identify homophones correctly within sentences in a paragraph.


Introduction (10 minutes)

  • Tell students that today we are learning about homophones, or words that sound the same but mean different things.
  • Have a list of the many common homophones that you have previously generated as a class, or that you have written on chart paper or listed on the board.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Have the following on the board:
    Mary _______ her bed before the ________ arrived. She could _________ her sister call, "She's _______!"
    "Oh ____! I didn't ______ she was coming today." 
    Later their brother, Everett, went down the _______ and started to _____ his heavy _______ bag so he could play basketball with his friend, ______.
  • Using the words in this order to fill in the cloze passage: made, maid, hear, here, no, know, hall, haul, gym, Jim. While determining the word, show the students how to figure out what word could belong.

Guided Practice/Interactive Modeling (20 minutes)

  • Divide students into groups of 4 or 5.
  • Give each group a set of cards and remind them how to play Go Fish if they are unsure of the rules
  • Remind students that players play matching homophones into the center pile. If a player has no matches, they "go fish" and pick another card."

Independent Working Time (15 minutes)

  • Pass out Monster Grammar Part 1 and have students complete it individually.



  • Enrichment: Have advanced students complete additional parts of Monster Grammar.
  • Support: Give struggling students a list of homophones complete with definitions to use while completing the independent assignment. Alternatively, students can complete the Homophones: Ee and Ea worksheet.


Assessment (10 minutes)

  • Circulate while groups are playing "Go Fish" and observe students to check for comprehension.
  • Check Monster Grammar for correctness.

Review and Closing (10 minutes)

  • Have students work in groups of three to create a list of as many homophones as they can think of in 5 minutes, and write them down.
  • Have the groups share the homophones they thought of and add to their list if they hear new ones.

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