UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Carina Alcantara

Lesson Overview
Grade Level 4th grade
Estimated Time Needed 45 minutes
Lesson Description Homophones
(22) Oral and Written Conventions/Spelling. Students spell correctly.
Students are expected to:
Content Area Standards
(C) spell commonly used homophones (e.g., there, they're, their; two, too,
to); and
Technology Standards N/A
WW be able to demonstrate correct usage, spelling and define different
Objectives
homophones

Resources/Materials/Tools
Homophones: two or more words that sound the same (pronunciation)
Terms/Vocabulary
but are spelled differently and have different meaning
Promethean Board, Homophones Video, Homophones PPT, Chrome
Technology Resources
books,
• Homophones poster board
• Different Homophones in a bucket
• Homophones sample
• Construction Paper
Other Resources • Colors
• Markers
• Color Pencils
• Dictionaries
• Chromebooks

Lesson Procedures

The teacher will begin the Location: In the

lesson by having the students classroom in the
take a seat on the carpet. carpet.

Teacher will say: Teacher will be at the

Resources:
“Today we are going to talk front of the classroom
Homophone video to
about homophones. This is explaining to the
Focus/Anticipatory Set introduce and
something that we are all very students what we will
engage the students
familiar with, but the thing be talking about today.
in the lesson.
about homophones is that
there are so many out there. Students will be
So, before I begin the lesson, listening to the teacher
I have a fun video to show and watching the
you all about homophones.” video.
UH COE Lesson Plan Template (Direct Instruction)

After the video plays the

teacher will ask the students:
“What homophones were
mentioned on the video?”
(Flour/Flower, Pair/Pear,
Hair/Hare) That’s right! So
some homophones that we
are already familiar with are..
who can give me an example
(calls on several students)
The definition of a
homophone is two or more
words that sound the same
but are spelled differently and
have different meaning
The teacher will begin going
through the PowerPoint slide.

Teacher will read the Location: In the

definition to a homophone classroom in the
and ask the students to carpet.
repeat after her. The teacher
will continue going through Teacher will be going
each slide where there will be through the PowerPoint Resources:
different examples of and the different Homophone PPT will
Content-input homophones along with the examples of be used to define
definition of each word, a homophones on the homophones and
picture and a sentence. PowerPoint. provide examples to
the students.
While the teacher is going Students will be
through the example’s slides, listening and turning to
she will pause and ask the talk to a partner when
students to think of their own the teacher asks them
sentence using one to,
homophone and share with a
partner. The teacher will do
this after every slide.
The teacher will bring the Location: In the Resources:
students attention to the classroom in the Homophone Poster
board. carpet. (sample) will be used
to model to the
The teacher will model taking Teacher will be students what they
Guided Practice a homophone out of the modeling to the will be doing in
bucket. She will read out loud students how to find independent
the homophone she selected the definition using a practice.
and model searching up the dictionary and
definition in a dictionary. modeling how to create Homophone poster
The teacher will also model the poster. will be used to show
how to search up the students what the
UH COE Lesson Plan Template (Direct Instruction)
definition using the internet.
The teacher will model on the
hover cam splitting a paper in
half like a t-chart. She will
write each homophone on
one side. Once she has found
the definition, she will write
the definition for each. She
will also draw a picture and
ask the students to help her
come up with a sentence.
Once the teacher is done,
she will show students her
poster board where she
added much more detail.
The teacher will now explain
to the students that they will
now each get a set of
homophones from the bucket
and they will research the
definition using either a
dictionary or a Chromebook.
They are expected to
paraphrase the definition.
Independent Practice
They will each get a
construction paper and will
split it in half with each
homophone written on each
side. The teacher will make
sure to let the students not to
rush and to make sure it is
detailed and creative.
As the students are finishing
up their poster, the teacher
will ask a few students to
share their set of homophone
Closure words. The students will
leave with the knowledge of
their own set of words they
researched, and the ones
shared out loud.
Plans for Differentiated Instruction/Accommodations
Students will be sitting finished product will
on the carpet watching look like after they
the teacher model. are done and add
detail.
Location: In the
classroom at the group
table.
Teacher will be
walking around Resources:
monitoring students Construction Paper,
and available to Colors, Markers, Color
Pencils, Dictionaries
answer any questions
that students might and Chromebooks will
all be used to assist
have. the students in creating
their homophone.
Students will be
creating their own
homophone poster
board and researching
their words.
Location: In the
classroom at the group
table.
Teacher will be walking
Resources:
around, listening to the
Students work
students share.
Students will be
presenting their poster
board.
UH COE Lesson Plan Template (Direct Instruction)
• Anchor Chart
Special Education • Include a timer
Students • Shorten task
• Oral response instead of written response
• Visuals
• Front loading vocabulary
English Language • Gestures
Learners • Shorten task
• Oral response instead of written response
• Partner work
• Extended responses (open ended)
• Extension activities
Gifted and Talented
• More challenging tasks
• Project based activities
Other:

Potential Challenges/Plan B
• Informal assessing: If the students are not understanding the concept, then that would tell me that I
need to slow down and reteach. I cannot move on to a new concept until all of the students are on the
same page and are fully understanding what I am trying to teach.
• Technology: This is an issue that could arise in the classroom. It is always good to have a physical
copy of everything technology that will be used during the lesson.
• Be well prepared: It is always good to have extra copies of activities, just in case one of the students
for whatever reason needs an extra copy.

Assessment
The teacher will assess the students by walking around and monitoring the students as they research
their set of homophone words. When the students present their work, the teacher will be looking for
students to have a clear understanding of the definition of the word and the use of it in a sentence.

Notes and Credits