Search Keyword:
Grade Level:
Search in:
Advanced Search
MySOSLogin
RESOURCES
ABOUT US
A Pair of Pears! A Lesson on Homophones!
Description:
Third grade students will have fun learning homophones! Incorporates punny jokes, sentences with homophoness to do as a class, and a fun story about a girl who just can't seem to get the hang of homophones. Includes reading Good Driving, Amelia Bedelia by Herman Parish.
Goals & Objectives:
Instructional goals: Third grade students will understand homophones. Third grade students will understand how to find definitions. Learning Objectives: Third graders will cite the meaning of a homophone. Third graders will demonstrate understanding of homophones by picking them out of written and spoken text. Third graders will be be able to find the definition of a homophone in the dictionary. Motivational goals: Students will have an interest in the research process through attention getting devices such as inquiry, providing concrete examples, humor, and group exercises. Students will see the value of learning homophones through modeling enthusiam, providing them with some control over the learning process, and seeing how frequently homophones are used in the English language. Students will gain confidence in their own ability to pick out homophones through coaching and guidance. Third graders will gain satisfaction in being able to distinguish homophones from written and spoken text and jokes.
Materials & Sources:
A cardboard tree with felt leaves. Approximately 12 cut out felt pears in groups of two (a pair of pears) with selected homophone sentance on the back; The book Good Driving, Amelia Bedelia;pencils and paper at each table. Job aid: yellow poster board cutouts on a pair of pears with definition of homophones on them. Overhead projector with jokes ans sentances on transparencies. White board and markers.
Procedures:

Introduction:

 

-Have tree with pears and sentences attached all ready when the children come in. This will stimulate interest and wonder about the lesson. -Instruct them to sit down and pair up. Explain they are going to do a homophone lesson with you. What is a homophone? Let's look it up! Who knows where to find the definition of a word?

 

-Take out the dictionaries and have a few volunteers look up the word homophone.

 

-Have them read the definition they find.

 

-Where is another place you can find the dictionary? [I found the dictionary on line]

 

Body:

 

-Homophones are words that are the same, and different! These words share the same sound, but are different in meaning and spelling! Put up picture of wind blowing (blew) and picture of the "blue" ocean on the overhead.

 

-Some homophones that are spelled the same are called homonyms. Hi and high; foul and fowl; plane and plain. [write these down on the white board] Can you think of any more? [write them down].

 

-Lets see if you can pick out some homophones from a sentence! -Have one member of the pair come up and pick a pair of pears from the tree. Instruct them to turn it over and read the sentence.

 

-I have put a sentence on each pair of pears. [teachable moment-why do you think I picked a pair of pears for the tree?] Each sentence has a homophone. Your job is to find the homophone and find the correct spelling. You may work together in pairs.

 

-When they are done, ask them if they want to hear some jokes. Put up the transparency of jokes on the board. Read them together. Do they have more?

 

-Explain these jokes contain homophones! Go over joke homophones; Ask each child to report on their sentence and say what the homophone is-use the transparency so all students can follow along.

 

-Place all these homophones on your white board.

 

-Did you have any trouble with homophones and homonyms? Well, Amelia Bedelia has plenty of trouble with homonyms and homophones! Let's go over to story corner and I will read you a story that shows just how much trouble she has with this part of the English language. Your job is to listen very closely to the story, and see if you can pick out the homophones! If you hear her mix up the meaning of the words, raise you hands over your head and wiggle them! -

 

Read the story Conclusion: -Stay in story corner and ask if anyone can remember the meaning of a homophone. Can you remember one of them? -Hand out the job aid of the pair of pairs with the definition on the back.

Assessment:
Students will be able to recite the meaning of a homophone. (Same and different) Students able to pick out homophones from Amelia Bedelia story. Notice level of participation with wiggling arms above head during story. Success in finding the definition in the dictionary with or without assistance.
Sources:
jokes taken from http://www.kamalii.K12.hi.us/EBC2000/puns_1.htm
Print this Lesson Plan
Presented By: Sandra Rock
Website by Data Momentum, Inc.