Techlp Mills-Revised

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 5th Subject/Content: Language Arts/
Homophones
What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use just one: theyd never get through them all.)
Group Size: 4 students
Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014
Lesson Content COMMON CORE STANDARDS FOR COMPREHENSION & COLLABORATION: LACC.5.SL.1.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. STATE STANDARDS: LACC.5.SL.1.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. NCTE/IRA NATIONAL STANDARDS: 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., soundletter correspondence, sentence structure, context, graphics). 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Essential Understanding (What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)
How can homophones help me improve in spelling words? What things can I do or practice (on my own or with a friend) to help me remember the meanings of different homophones? How can homophones be used to describe events? What is a homophone and why is it important for me to know? How might homophones help me in my future?
Objectives- What are you teaching? (Student-centered: What will students know and be able to do
After teacher instruction and modeling, the students will be able to recognize and give examples of several common homophones such as rose and rows, stairs and stares, I and eye and tea and tee.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 5th Subject/Content: Language Arts/ Homophones
after this lesson? Include the And work in pairs to create homophone comic strips that will be assessed individually based on the ABCDs of objectives: action, criteria found on the assessment rubric. behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to rewrite the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.) Rationale Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way? Why is it important for students to learn this concept? Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in upcoming lessons? Im teaching this lesson because since there are so many words within the English language that sound the same but have different meanings, its very important that students know the different meanings of these words in order to be able to spell them correctly within the given context of a sentence or story. Understanding the meanings of homophones plays a significant role in a students life in both vocabulary and spelling development. This lesson fits within the larger plan of meeting students needs with careful instruction and effective teaching that allows the students to improve in their own spelling patterns and habits. Im using this particular lesson to create an effective learning experience for my students and to conduct a further engaging lesson for a small group that has challenges with being engaged during whole group instruction. Its important for students to learn the concept of homophones so they may further develop their spelling and vocabulary skills. Formative Assessment: During instruction, I will observe the students and take notes on how they are engaged and on how they interact with each other during the lesson. I also plan to walk around the small group when they are working in pairs on their homophone comic strips and I will go up to each of them and say, Tell me about what youre creating! and check the comic strip creations of the meanings of the homophones they acted out in their skits. Summative Assessment: I, the teacher, will collect and assess the students comic strips via computer for completion and accuracy based on the criteria found on the attached rubric.
What Content Knowledge is necessary for a teacher to teach this material?
What background knowledge is necessary for a student to successfully meet these objectives? How will you ensure students have this previous knowledge? Who are your learners? What do you know about them? What do you know about their readiness for this content?
First, teachers need to do the following to prepare for the lesson: 1. Check your computer's audio capabilities by playing the Homophones song. Be sure students will be able to hear the song. 2. Using the Homophone Reference List, write several homophones (1520) on index cards (one word on each card) for small group work. 3. Create a sample homophone comic with the Comic Creator for students to look at before they create their own comics. Next, teachers should familiarize themselves with the meaning of homophones and know that a homophone is one of a group of words that is pronounced the same way but may differ in meaning and/or spelling, as for example bear and bare, or to and two and too. Teachers should also know that because there are many words in the English language that sound the same but are spelled differently, students may struggle to write the correct spelling for certain words. In this lesson, the small group of four students will use their background knowledge to come up with a list of their own of different homophones that they are already familiar with. Students then listen to a song, identify homophones in that song, and talk to each other and to me about their different meanings and spellings. Finally, students create a skit that depicts the meaning of a homophone. As the group performs the skit, their classmates attempt to guess the homophone that is being depicted. Groups finish the lesson by creating a comic strip version of their skit to be compiled into a lovely, classroom "homophone book." The background knowledge the students will already be familiar with include: a few ideas as to what homophones are, what a comic strip is and looks like, some basic drawing and coloring skills, cooperative group participating and listening skills, as well as some background knowledge and a little experience as to what a skit is and what it means to be involved in one with other classmates. I have four lower achieving spellers in my small group. They all were at the Primary Spelling Inventory Level even though they are in the fifth grade this year, just to give you a sense of where they are. The three girls, Marielis, Isabella and Shaddai were questionably suggested to be English Language Learners last semester even though this semester they did not meet the qualifications to be considered English Language Learners. It is now understood that each of the girls are possibly missing some foundational knowledge that should have already been learned in earlier grades. This applies mostly to Isabella, who is the lowest academic achieving student but is showing a lot of improvement in reading comprehension. Conner, often gets distracted or has a tendency to distract those seated around him to get off task during whole group instruction. All four of these students are ready for this small group lesson. The girls are usually grouped together during math lessons and usually pair up with each other during whole group so that I can sit with them in the back of the room and break down the lesson into simpler chunks for them to better understand so that they dont fall behind. With that being said, I feel like they would benefit from Conner joining the group so that they dont feel so set apart from the rest of the students. Conner, in turn will see
What misconceptions might students have about this content?
that he as well as the girls can all benefit from doing certain activities with homophones that are both fun and engaging. Students might misunderstand what a homophone truly is. They could get confused with a homophone being another part of speech which could mislead their guided practice in working with each other to make a skit about the meanings of homophones. Also, the students could misinterpret how to sequence in a logical order their comic strips in order to convey the meaning of the homophone they acted out in their skit. Another misconception could be that they think they can make their comic strips about anything they want. They could also misinterpret instruction into thinking that they can act out a skit of anything they want and not connect it to their list of homophones. Also, in making their lists of homophones they are already familiar with, they could mistake writing down other figures of speech or words that arent homophones on their lists. They could also think they are supposed to draw their own comic strips when they are really using technology online to create one with a website I will provide them. Lesson Implementation Direct Instruction, guided practice, demonstration or showing of teacher model comic strip.
Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.) Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking (H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you determine the grouping?
Time 40 min
Who is responsible (Teacher or Students)? Both play important roles
Instruction and Activities 1. Begin by introducing the term homophone to the four students who will be making up your small group by using the poster as a visual aid. Their names are: Conner, Marielis, Isabella, and Shaddai. Explain to the four of them that homophones are words that sound alike but have different meanings and are spelled differently. Note the root word phone, which means sound. Homophones involve sound and listening, just like when someone talks on the phone. Ask students to brainstorm some homophones and write them on the poster. What To Say:
What to say before the lesson starts: Good morning everybody! How are you guys? So real quick, I have these laptops that you guys
How will students transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they supporting students learning? What model of co-teaching are you using?
will split into pairs and share so let's go ahead and make sure that we are logged in first before we start anything. *Now have students set up their laptops. Pulling up the Lions homophones video. *Set up camera and leave laptops up and running with volume checks at the video page for an observer comes. Open comic strip website and separate tab. Tell students who they are paired up with. Say: Good morning friends, today, we are going to learn about something fun and exciting. Who can you read out loud what this poster says? What is it that we are going to look at today? Connor: homophones Say: Yes! We are going to see what homophones are and how we can use them! So looking at this poster who can tell me what the homophone is? What is a homophone? How can it be defined? Shaddai: homophones are words that sound alike but have different meanings and are spelled differently. Say: yes, that's right. Who can tell me what root word you see in the word homophone? Think about our Greek and Latin roots. Isabella: phone. Say: yes Isabella phone, which means "sound". Homophones involve sounds and listening, just like when someone talks on the phone. Who can now tell me an example of a homophone? Does anybody see one? Connor: rose and rows Say: yes Connor's right. We have the word "rose" like the flower and then the word "rows" as in rows of seats. Can anybody else find another example?
Isabella: stairs and stares Say: yes, good job. Okay now I want you guys to go ahead and sit nice and close to a laptop. So I need two people to share one laptop. And what we're going to do now is where going to watch a video about homophones on one laptop all together. I want you to listen closely to what they say in the video so that you don't miss anything. Here are the lyrics to the song. You can use this to follow along.
Pass out handouts of lyrics HOT- What is a homophone? Who can rephrase the meaning of what I just said?" Conner: words that sound the same but dont look the same. 2. Tell students that they are going to be listening to a song, and they should listen for as many homophones as they can hear. Play the Between the Lions Homophones song. You may want to play the song several times for students. Ask students to tell what homophones they hear in the song. Record them on the board. Depending on the age and maturity of your students, you may want to print out the lyrics to the song and have them sing the song as a class with you. HOT- What can you say about what we just watched? How is this video related to homophones? Isabella: It says what they are and gives some. 3. Once students have listened to the song and identified the homophones, discuss the meaning and spelling of each homophone with students. Point out that each homophone sounds the same but has a different meaning and spelling. Read (to read) and red (color), Hear(ears) and here(place), Right(correct) and write(with a pencil), Meat(like steak) and meet(come together)
4.
Now its time to divide the students into two small groups (2 students to each group). Be sure to put Marielis and Isabella in a pair together as one group, and then place Conner and Shaddai with each other in a second group, and explain that they are going to be using the online Comic Creator to turn their skit into a short comic strip. Show students your sample comic strip before they begin. Example: If a group selects the homophone meet, they might make two blocks about two people who meet each other. HOT- What would happen if we changed two letters from the word meet? For instance, if I changed the ee long vowel sound to ea spelling, how would my story be any different? What would result?
Shaddai: You would have a new word. What to Say:
Well that video was really fun to watch. I want to do something else that's fun and I want us to use our laptops we have here in front of us. There needs to be two people to a laptop, I want Merielis and Isabella to work on one laptop, while Shaddai and Connor work on the other one. So the person that I put you with this is your buddy and you guys are going to be awesome and make a comic strip today. Say: first, let's go ahead and get to that website. If you haven't done so already, you're going to type in the task bar up at the top, The long skinny Rectangle, www.readwritethink.org/files/resources/interactives/comic/index.html Say: now you will see that there are three boxes. One ask you for the name of your cartoon another for a subtitle and then the last box asks for the author. First, I want you to brainstorm for a minutes about a homophone that you and your partner can come up with and creates a short comics strip about. I chose Tea and Tee as the name of my cartoon because tea is going to be
my homophone. In the second box I wrote homophones and you can do that too. And then I put my name, Miss Mills in the last box because I am the author so in the last box, I want you to put your first name and your partners name. Say: next I want you to click on the small red circle arrow in the bottom right-hand corner. Now, I want you to select two panels. Then click next. Say: now I want you to look on the bottom where it says caption and go ahead and fill that out first. Then you're going to add images by clicking on the bottom three paper cartoons. One has a person, a bubble, and a TV. You can maneuver through these cartoons and click on one that you want to describe your story or put in your story and drag it to the top box. Also, you can click the up-and-down arrows to change the background of your scenes. Say: it's important to plan what you're on the phones are going to be first so I would pick two, and the first scene or box that you create would describe one homophone, and then when you click the next arrow by the number one, create your second scene and fill in the caption of a description of what you created. So I am going to go ahead and show you mine:
Say: Now I want you guys to share ideas and make sure youre talking with your partner and go ahead and start working on your two boxes, something tells me that you guys are going to have more than enough time to finish this! I cant wait to see what youre going to come up with! Let students work and ask them about their scenes and help them as needed. Closure Who can tell me what we learned about today? Why is this good to know? How might this help us in the future? Marielis: Homophones are words that sound the same but mean different things. This can help us grow and develop our vocabulary and understand more of the English language. What will you do if a student struggles with the content?
What will you do if
Rephrase what I said, give more explicit examples of homophones, draw on the board a picture or write the homophones Im using as further examples down on the board or break down the content into smaller, simpler chunks for clearer comprehension. a student masters the content quickly? First ask the student if they think that they could teach what we learned today in class to somebody else to check to see if the student really feel that they mastered the given content, then I will ask that student to see if they can come up with another homophone to include in their skit that might change or alter the ending of their comic strip. Then, I will ask them why the change occurred the way that it did and how they knew that.
Meeting your students needs as people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students? These four students are not my highest spellers in the class. They all need more careful instruction in spelling and are in the Within Word Pattern Spelling stage right now according to how theyve scored on spelling inventories I have given to them earlier this semester. I want to help them improve as spellers so a way to help them to that is to practice with homophones. Also, since my three girls were mistaken to be English Language Learners and its not clearly understood completely yet why they dont engage in whole group discussion, the activities in this small group lesson invite them to come out of their shell so to speak. Because I have recently learned that boys usually engage more in discussions that involve activities and doing things as opposed to reflecting which is more geared towards girls, it makes sense to me that the activities I have of acting out a scene and drawing a comic strip would appeal to him and engage him so he doesnt get distracted or off task. If applicable, how does this lesson connect to/reflect the local community? This lesson connects to the local community in that it will benefit the class as a whole once the three girls get a little experience of being more cooperative and involved in a collaborative group instead of sinking back in the background. Also, Conner will see that he doesnt have to distract people when he is already having fun so hopefully this will shine a new light on the way he sees his own learning experience and that learning can be fun and exciting. How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)? I will ask the student if they can come up with a different possible ending to their comic strip, what
changes they made in order to do that and where their other ideas came from. Then, I will ask them if they changed a character or major action in their skit, what effect would that have on the performance that the audience was watching. How will you differentiate instruction for students who need additional language support? Not applicable but if it was, I would play the video two times instead of once, I would give that student more guidance to draw one picture to reflect the meaning of a homophone instead of a comic strip and I would assess the picture illustration for accuracy and completion based on a simpler rubric made up of happy faces instead of total points like as follows: Drawing is colorful: or Drawing reflects meaning of homophone: or Drawing is complete and paper is full (no white space): or Name is on student work: or Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!) Pair Marielis and Isabella together when students work with a partner on creating their own comic strips. They are more on the same academic achieving level and are already used to working together on given classwork assignments.
I chose the following website because it has been recommended to me and I found it overall very helpful! Website: ReadWriteThink Url: http://www.readwritethink.org/classroom-resources/lesson-plans/developing-understandinghomophones-284.html Link to video: http://pbskids.org/lions/videos/?pid=jlxn0UPSPVhu8rltZelQOprWACkv_V5W Link to online Comic Creator: http://www.readwritethink.org/classroom-resources/studentinteractives/comic-creator-30021.html I want to give credit to the READ, WRITE, THINK website and the actual author of the lesson, Sarah
Dennis-Shaw.
I chose to use the book Words their Way by Donald R. Bear as a resource as well because it has several activities involving homophones and I took this as a good review for my own content knowledge building on homophones, what they are, and what you can do with them.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 5th Subject/Content: Language Arts/ Homophones Teacher Sample:
Homophone Comics Assessment Rubric

Students in Small Group: ____Conner________ ____Marielis________ ____Isabella________ ____Shaddai________
Scoring Guide: 0 = Never 1 = Minimal 2 = Adequate 3 = Outstanding
Elements of Comic Strip
Points:
The illustrations in the comic strip appropriately depict the assigned homophone. The assigned homophone is spelled correctly throughout the comic strip. A complete sentence is given with the homophone used correctly in context. Overall, the students understanding of the homophone and its meaning is evident in the comic strip. TOTAL:
Copyright 2004 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
The Homophones Song Lyrics:

Brian McKnight & Cleo lion I read this book it's red. Come look. A book about our special love, homophones. Right here, you'll hear two words that sound the same but don't look the same, here's the name, homophones. I know there is no one else who loves them so. You're right, let's write these words all day and night. They're out of sight, Because they are so sweet that's why we always meet, not that kind of meat, but you can't beat homophones. Two words that sound the same but they are not spelled the same, homophones.

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USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 5th Subject/Content: Language Arts/

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

What misconceptions might students have about this content?

Who is responsible (Teacher or Students)? Both play important roles

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Shaddai: You would have a new word. What to Say:

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

What will you do if

Meeting your students needs as people and as learners

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

Homophone Comics Assessment Rubric

Scoring Guide: 0 = Never 1 = Minimal 2 = Adequate 3 = Outstanding

Elements of Comic Strip

Group Size: 4 students

Name: _Chelsea Mills___________ Date of Lesson: 3/18/2014

The Homophones Song Lyrics:

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