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Homophones – Promoting Reading Vocabulary Lesson Plan

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Lesson Plan #: AELP-VOC0201
Submitted by: Lyn Johnson
Email: grimes54@surfsouth.com
School/University/Affiliation: Albany State University, Albany, GA

Date: March 18, 2002

Grade Level: 3, 4

Subject(s):

  • Language Arts/Vocabulary
  • Language Arts/Spelling
  • Language Arts/Literature/Children’s Literature

Duration: 45 minutes

Description: After a discussion about homophones, students complete a worksheet in which they identify the homophone being used in a given context. In a follow-up activity, students work in pairs to compose sentences that demonstrate their understanding of the homophones’ meanings.

Goals:

  • To assist students in developing a better understanding of language.
  • To facilitate vocabulary growth and reading comprehension.

    • Objectives:

  • Students will be able to define homophone .
  • Students will be able to identify words that are homophones.
  • Students will be able to write sentences using homophones in their proper contexts.

    • Materials:

    Vocabulary:

    • homophones – Words that are pronounced alike but differ in meaning or spelling.

    Procedure:
    Introduction:
    Stimulate interest by asking, Does anyone know what a homophone is? If students are not sure what the term means, then provide a definition. Ask, Can anyone give me an example of a homophone? Some examples that can be shared are: hair and hare; bare and bear; to, too, and two. Give each student a copy of the Homophone Worksheet (see Materials ), and review the words listed on the sheet.

    Lesson Focus:
    Read the book Jackrabbit , by Jonathan London. While reading the story, emphasize the homophones listed on the worksheet. After reading the book, ask students if they recognized any homophones from the text that are listed on the worksheet.

    Next, read a list of sentences taken from the story (see Materials ). After each sentence is read, students will circle the correct homophone being used.

    Conclusion:
    Review the sentences and have students share the correct homophone used in each sentence. As a follow-up activity, divide students into pairs. Each pair will write a short sentence using each homophone in its correct context. Assessment: Did students circle the proper homophone used in each sentence? Were there any homophones that seemed to give students difficulty? In the follow-up activity, did students use the homophones in their correct context?

    Special Comments: This strategy could also be used with synonyms and antonyms.

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