Lesson Plan: Lanelle Urias-- Grade 5 Language/Arts

Lesson Title: Are Homophones Clones?

Materials Needed:

Bingo game boards Container of words Word list

Dictionaries Interactive Portfolios Pennies/chips

Graphic organizer Overhead Study Portfolios

Anticipatory Set:

Brain Squeeze 1: Squeeze out 4 sentences in journal—answer the question

“If homophones were people, would homophones be identical twins? Why?”

Lesson Objective(s):

The students will learn, apply, and evaluate their knowledge of homophones by:

-using a variety of word identification strategies by free writing in the anticipatory set

-using reference aids to clarify meanings and usage in groups

-applying knowledge of letter-sound correspondences, language structure, and context to recognize words while playing “homophone bingo”

-interpreting of speakers' messages according to context clues

-drawing on experiences to bring meanings to words in context with multiple-meaning words

Lesson TEKS: 110.7—1a, 1c, 2a, 2d, 6a, 9b, 9c

Explanation/Modeling:

Discovery Learning:

In groups look up the word, choose two examples from the dictionary. Decide if your word is a root word. Be prepared to report findings to class in 5 Minutes.

G1 (homo) G2 (phone) G3 (identical)

G4 (fraternal) G5 (clone)

Brainstorm a list of homophone pairs to put up on Word Wall

Guided Practice:

Whole class practice using overhead project to create a T column graphic organizer with the words from our Bingo cards to put in our “Study Portfolios.”

Check for Understanding:

Play “Homophone Bingo”

Independent Practice:

Brain Squeeze 2: Add four sentences to Brain Squeeze 1 in journal about homophones—Do they look alike? Do they sound alike?

Closure: Are homophones clones? Why? Why not?

Assessment: Identify understanding of homophones from journal entries.