Homophone Memes
Author: Amanda Fugett
Date created: 03/05/2013 9:45 AM UMST ; Date modified: 03/12/2013 10:09 AM UMST
Basic Information
Summary
Students will discuss common homophones that occur in the English language, and then create a meme to help teach others
how to use the correct spelling per definition.
Grade/Level
Grade 4
Time Frame
30 minutes
Subject(s)
Information Literacy
Topic(s)
Homophones
Notes
Standards And Key Concepts
Standards
AZ- Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 4 students:
Strand: Language
Domain:
Conventions of Standard English
Standard:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
h. Write and organize one or more paragraphs about a topic.
Indicator:
1.g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Understandings
The "big idea" behind this lesson is to help students further decode the English Language by differentiating some of the more
common homophones.
Essential Questions
Students will ponder the structure of the English language, and how words may sound alike, but convey different meanings. The students will use internet memes to represent the irony, and confusion that can happen when using the wrong homophone.
Knowledge and Skills
Students must know the basic rules of English, and be able to discern the major parts of speech (noun, verb, adjective, adverb, preposition).
Performance Tasks And Assessment
Performance Task
The students will study homophones, and then using Google Drive, create a drawing document to make their own meme
about homophones.
Performance Prompt
What are homophones, and why is it important to understand the difference between words that look and sound alike?
Assessment/Rubrics
Simple checklist, did the student create a meme? Was it appropriate? Did they post that meme in drive? Does it pertain to
homophones, and is the homophone used correctly?
Learning Experiences And Resources
Sequence of Activities
PHASE ONE: Teaching - 10 minutes
The teacher introduces homophones to the class, with several sentences on the board with misused homophones (two,
too, and to).
The students are asked to correct the sentences as a class. The teacher asks, "Do you know what words that sound
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alike, but have different meanings, are called?"
Then the teacher asks the students if they can think of any other words that may look/sound alike but have different
definitions. Make a list together as a class on the board.
Next, the teacher asks the class about memes, and shows them the site she has made with examples of appropriate
memes like they will soon make. The teacher gives strict instructions that the memes must be appropriate, and shows
the students homophones.com for more examples that they can use.
PHASE TWO: Creating the Meme - 15 minutes
Then, the students will get into pairs (chosen by the teacher) and, using computers, will log into Google Drive, and
open a new "drawing" template. This is where they will create their memes. They can use any picture for the
background of their meme, as long as it is appropriate. Then, generating text on the picture, create a meme using
homophones.
PHASE THREE: Sharing for Assessment - 5 minutes
The last step is that the students need to "share" their meme with the teacher so that it can be assessed.
Differentiated Instruction
For students from other cultures, idioms and other phrases may be confusing, so make sure to use memes that can be
understood by everyone. If a student is seeing or hearing impaired, pair them with someone who can help them with the
assignment, and use assistive technology when appropriate. Student will work in pairs, and some of the more advanced kids
will be partnered with some who are more at-risk.
Resources
Materials and resources:
homophone.com
Technology resources:
Google Drive
https://docs.google.com/a/nau.edu/document/d/1eBnvIX9NebECLVwdlZfypO4WwOCXivgS7th6Rsi4lrM/edit
https://docs.google.com/a/nau.edu/drawings/d/12say40tZ8m_JONEHankLoAT43g2O7cNOYHvg0QU0HkI/edit
https://docs.google.com/a/nau.edu/drawings/d/1btzF1r3Jku-t-gILx4I2DPlpJJmpoXgO2hHsLfSl2iQ/edit
Students Familiarity with Software Tool:
Students should be able to upload a picture from the internet or PC to a Google Drive template, and add text boxes, in
order to create their memes.
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