Sophie Bowie

Homophones Lesson Plan

MELS Competencies: Competency 4: To use language to communicate and learn. In
particular, to self-evaluate his/her language development and to apply his/her knowledge
of linguistic structures and features. These key features are displayed in the lesson
through the students prior knowledge of homophones, in addition to their acquisition of
new information on the subject.
Objective(s): The objective of this lesson is to see which homophones the students know
about, and to enlighten them about the use and definitions of those that they are not aware
of.
Group Size: Students will sit at their desks in groups of 4-5, however they will work on
their worksheet individually.
Materials:
-

Homophones worksheet (for each of the students)

Flower notes cutout (for each of the students)
Pencils/highlighters/coloured pencils/pens/markers (for each of the students)
Scissors/glue (for each of the students)
Smartboard/whiteboard
Each of the students own Language Arts notebooks

Introduction: 5-10 minutes

Before introducing the topic, provide each of the students with the flower notes
cutout and ask them to cut it out and glue it into their notebooks. Then, ask them to add
the title Homophones on top of the cutout. Explain to them that as the lesson
progresses, their notes about what a homophone is and the definitions of each of the
common homophones will be written in the flaps of their cutouts. Make sure to have
already completed an interactive notebook sheet ahead of time, and display it so the
students can reference it as they write their own notes.

Sophie Bowie
Begin the lesson by asking the students if they know what a homophone is.
Whether or not the correct answer is given, write the definition for homophone on the
board: A homophone is a word that is pronounced the same as another word but has a
different meaning. Ask the students to write this definition in the flower cutout in their
notebooks (whilst also providing them with an example).
Development: 30-40 minutes
Go over a few common homophones with the students on the board. Write the
homophones on the board, then ask the students if they know the definition and proper
use of each. Whether or not the correct answer is given, make sure to write the proper
definitions on the board and ask the students to copy them into the flower cutouts. The
most important homophones to discuss are: there/their/theyre, its/its, and your/youre,
however many other homophones can be brought up by the students and hence reviewed.
Hand out the homophones worksheets, and ask the students to complete them
individually. Let the students know to ask the teacher if they need any help. Give them
ample time to complete the worksheets. If students complete the worksheets ahead of
time, they can silently read a book of their choice at their desks.
Closure: 5-10 minutes
Correct the worksheets with the students. Read each questions aloud, then call on
a student to give their answer. If it is incorrect, inform the students of the proper answer.
The students must correct their own work in pen, and tally up their grades once they are
finished marking their worksheets. Once the correction is finished, ask the students to
bring their papers to the front desk.
Evaluation:

Sophie Bowie
The students will be formatively assessed on their knowledge of homophones by
filling out a worksheet and correcting it. Their correct use of homophones will also be
assessed in future writing assignments.

References
English Worksheets. (n.d.). Retrieved September 10, 2015, from http://englishlinx.com/
Quebec Education Program. (2001). Gouvernement du Qubec Ministre de lducation.