Clinical Practice

Lesson Plan Template Lesson #: 2

Fall 2013

Teacher Candidate: Courtney Holmes Subject/ Grade: ELA/ 2 Learning Objective: (TWS Section 5)

Date and Time of Lesson: 10/8/13- 10:15

By the end of the lesson, students will be able to tell me what a homophone is and give examples. Alignment with Standards: (TWS Section 5) L.2.5a Identify real-life connections between words and their use. Developmental Appropriateness: The learning objective is appropriate for the students because it is building and expanding on their knowledge of the English language and will help them to be better writers. Lesson Objective(s) Assessment(s) of the Objectives The students will have a formative assessment on the foldable that they make in the class. Their summative assessment will be the unit test. Essential Questions Use of Formative Assessment I will be using the foldable for the formative assessment. The outcome of the foldable will determine if I will reteach Homophones.

By the end of the lesson, students will be able to tell me what a homophone is and give examples.

How will knowing what homophones are make me a better writer?

Accommodations: Early finishers will be able to read the books that they have checked out from the library. For our slow paced learner, I or one of the early finishers will help to complete the foldable. Materials: Promethean Board, paper, pencils, scissors, crayons. Procedures: 1. I will start the lesson with the word Homophone written for the students to see. I will ask Who thinks they can tell me what this word is? After the students have had a

chance to tell me the word, I will explain to them what the word means, and write the definition under the word. I will give examples of a homophone first, and then have the students tell me homophones that they know. I will write the answer as the students tell me. As we write down the words, we will explain how they say the same thing, but they mean something different and are spelled differently. 2. Next, I will explain to the students that we are going to be making a foldable with Homophones. I will show them an example that I did so they can see what their foldable should look like when they are finished. They will have two flaps, and one word goes on each flap. They have to come up with a sentence using the homophones that they chose. 3. The helper will then pass out the materials. We will go through the steps of making the foldable as a class. Once the students have finished making their foldable they will begin to come up with their words and sentences. As a conclusion, I will ask the students again to explain what Homophones are. References:
N/A Activity Analysis: The first activity I will use is to have the students come up with Homophones as a whole group and I will write them down for students to see. I am planning this so that the students will have an example of homophones so that they can go back and reference when they are writing their own. The second activity I have planned is the foldable. This supports the objective because students will be creating their own foldable and will show that they understand what a homophone is.