Lesson Plan:

Get the Hang of Homophones

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August 26, 2015
by Margie Morrissey
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August 26, 2015
by Margie Morrissey

Learning Objectives

Students will be able to distinguish between common homophones.


Introduction (10 minutes)

  • Show the Homophone Monkey video to the students.
  • Tell students that today, we are going to learn about homophones.
  • Show them the meaning of homophones on the chart paper: words that sound the same but have different meanings and spellings.
  • Give students a few examples, such as flower and flour; pair and pear; knight and night.
  • Show the video Kids Learning: Learn About Homophones by Iken Edu to your class.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Arrange students into groups of four or five.
  • Tell them that today, they are going to look at different homophones.
  • Review the definition of a homophone, then give each group a piece or half piece of chart paper and markers.

Guided Practice/Interactive Modeling (20 minutes)

  • Tell the students you want them to work as a group to think of as many homophones as they can
  • After about 10 minutes, bring students to the carpet with their lists and compile a class list together.
  • Allow students to view the homophone lists for examples.

Independent Working Time (20 minutes)

  • Give students the Getting the Hang of Homophones worksheet.
  • Have students copy the list compiled by the class into a personal dictionary, or into the back of their language workbook.



  • Enrichment: Advanced students can make small personal dictionaries of different homophones.
  • Support: For students working below level, give them printed lists to use for reference.


Assessment (5 minutes)

  • Circulate while students are working in groups to create their lists, making a note of those who have a good understanding of homophones and those who are not yet clear on the idea.
  • Review their worksheets to determine their individual understanding.

Review and Closing (10 minutes)

  • Show the Homophone Monkey video once again.
  • Give students a verbal demonstration of different homophones, e.g. "When I got a flower from my friend, I turned a little pale. I had to have a bowl of cereal. Then, I started to beat a drum."
  • Tell students this is a good example of why it is pretty difficult to learn the English Language.

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