Tennessee State University
LESSON PLAN TEMPLATE
Name: Stephanie Elliott
Date: 4/8/2013
Lesson Title: Homophones
Grade/Level: 2nd
Curriculum Standards
Focus Question/Big Idea/Goal
L.2.1.f Produce, expand, and rearrange
complete simple and compound sentences
(e.g., The boy watched the movie; The little
boy watched the movie; The action movie
was watched by the little boy).
The student will understand homophones to increase
student vocabulary and spelling/writing skills.
Licensure: Pre K - 3
Rationale/Theoretical
Reasoning
L.2.3 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and content.
Lesson Objective(s)
TSW identify and match correct homophone.
TSW compose sentences using correct homophone.
Academic Language/Vocabulary
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Homophone
Bear/bare
Pair/pear
Whether/weather
Hour/our
Their/there
Due/dew
Nose/knows
Sent/cent
Dear/deer
Tale/tail
Flour/flower
Heard/herd
Peace/piece
Ate/eight
Meat/meet
TSW use vocabulary in whole group discussion (opening & closing), on homophone chart, and small
group activities.
1
ETSU Clemmer College of Education Residency II Handbook, rev. July 2012
Assessment/Evaluation
Formative: Teacher will observe small groups. Use checklist for understanding of homophones during
opening and closing. Make anecdotal notes of each student that needs additional practice and with which
words/types of words.
Summative: Homophone riddle assessment rubric.
Instruction
Set/Motivator: Display pictures of silly incorrect homophone sentences on the smart board or document
camera. Review each picture and ask the whole group what is wrong with the sentence/picture, if
anything. If they say that the sentence does not make sense, ask why and what needs to be corrected.
Brainstorm as a whole group and have students correct the sentence on the smart board or paper (if using
document camera). Explain that homophones are words that sound alike but are spelled differently and
have different meanings. Watch BrainPOP video on homophones for more examples. Pause video
throughout and discuss examples. Have students create homophone chart on large paper as they are
discussed throughout video.
Instructional Procedures/Learning Tasks: In small group (rotating every 10 minutes)
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Go Fish - Write pairs of homophones on index cards. Explain the rules of the card game Go Fish.
Take turns asking for cards to make matching pairs.
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Homophone Riddles – Present an example of a riddle which has a homophone pair for its answer.
For example: What do you call a naked grizzly? A bare bear. Challenge students to come up with a
homophone riddle of their own. Write and illustrate a riddle on one side of an index card and the
answer on the other. Display the riddles on a bulletin board and challenge other students to write
answers on post it notes and attach below riddle.
Questions and/or activities for higher order thinking:
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Generate a list of homophones.
Identify and discuss correct homophones.
Closure: Play homophone relay race to review homophones with whole group. Divide students into two
groups and have one person from each group come to the smart board. Read a sentence which uses one
of a pair of homophones. The first student to correctly write the homophone correctly on the board scores
a point for his team. The first team to reach fifteen points wins.
Material/Resources: Smart board, document camera, crossword puzzles, go fish cards/instructions, index
cards, pencils, pictures of silly incorrect homophone sentences, BrainPOP video, chart paper, markers.
Adaptations to Meet Individual Needs:
 Provide an array of cards – card with pictures, cards with words and cards with both pictures
and words.
2
ETSU Clemmer College of Education Residency II Handbook, rev. July 2012