Students will be able to identify homophones and choose the correct homophone to use in a sentence.
- Tell students that today they will be learning about homophones.
- Remind students that homophones are words that sound the same, but have different spellings and meanings.
- Label a piece of chart paper with the heading "homophones" and write the definition below the heading.
- Write a couple of examples of homophones on the chart paper, like "your"/"you're" and "beet"/"beat".
- Ask students to volunteer other examples of homophones and record their answers on the chart paper.
- Keep the student-generated list displayed throughout the lesson and add to it as new examples arise.
Explicit Instruction/Teacher modeling(10 minutes)
- On a second piece of chart paper, write a short story, making sure to include several incorrect homophones. For example: "Last weak I baked too dozen cookies with my mom. We made chocolate chip cookies, witch are my favorite. I had to measure the flower and sugar before we mixed all the ingredients together. When the cookies were done, we brought some to our knew neighbors. I eight some two. They were grate!"
- Read the story aloud and ask students to look for incorrect homophones.
- Using a "share the pen" protocol, invite a student to come up to the chart paper and circle an incorrect homophone. Instruct the student to write the correct homophone above the circled word.
- Then, have the student hand the pen to a classmate, who should come and circle another homophone to correct.
- Repeat until all the homophones are circled and corrected.
- Explain that when we use the wrong homophone in our writing, it is confusing for our readers. Reiterate that even though the words sound the same, they have different meanings and it is important that we know which word to use when we write.
- Add the homophones from the story to the displayed list.
Guided Practice(20 minutes)
- Explain to students that they will be playing a game called "high-five homophones."
- Using a set of blank index cards, write one homophone on each card so that there are two (or three) cards that will match up. For example, one card might read "meat" while another reads "meet." (Note: Prepare these cards before the lesson. Make sure that there is one card for each student in your class. If you have an odd number of students, include a set with three homophones, like "sent"/"cent"/"scent").
- Hand out the cards randomly to students, so that each receives one word.
- Tell students to walk around the classroom with their card and find another classmate (or two) who has a homophone for the word on their card. When they find a person with a homophone that matches theirs, they should give one another a high-five and sit down together.
- Once all students have found their partner(s), hand out a piece of 9" x 12" construction paper to each pair (or group) of students.
- Instruct students to glue their homophone word cards to the construction paper and, working with their partner, make a poster with a picture, definition, and sentence for each homophone.
- Invite students to share their completed posters or, alternatively, do a classroom "gallery walk" to see all the posters (i.e., students leave their posters on their desks, and everyone walks around the classroom looking at their classmates' work).
Independent working time(8 minutes)
- Hand out the Homophone Hero worksheet.
- Read the instructions aloud and instruct students to complete the worksheet independently.
- Circulate and offer support as needed.
- Provide extra practice with common homophones using a basic homophone worksheet (see optional materials).
- Allow students to look up the meanings of the homophones in a dictionary.
- Play a "homophone memory" game. Use the index cards from the "high-five" game and turn them all over so that no words are showing. In a small group, have students take turns flipping over two cards to try to find pairs of homophones. When a student makes a match, have them use each word in a sentence. The player with the most pairs wins.
Invite your students to practice this skill with an interactive digital game. See optional materials.
- Write a sentence on the board with a blank where a homophone would go (e.g., "The students are doing ____ homework.")
- Below the sentence, write the possible homophones that could go on the line in a numbered list (i.e., 1— there, 2—their, 3—they're).
- Ask students to hold up their fingers to show their answer choice (i.e., one finger for "there," two for "their," three for "they're").
- Scan student responses to gauge understanding.
- Repeat with several sentences and homophone choices.
Review and closing(2 minutes)
- Review the topic of homophones with a homophone song (see related media).