Lesson Activity #5:
Language Arts: Homophones
Last Updated: November 28, 2012 EDIT 3318-005
Lesson Description: This lesson will inform students about homophones, which are words that sound similar but are spelled differently and mean different things. Students will complete a worksheet that has several examples.
TEKS: §110.15. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010.
(b) Knowledge and skills.
(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
(C) identify and use antonyms, synonyms, homographs, and homophones;
(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and
(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.
(24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
(B) spell words with more advanced orthographic patterns and rules:
(C) spell high-frequency and compound words from a commonly used list;
(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
(F) spell complex contractions (e.g., should've, won't); and
(G) use print and electronic resources to find and check correct spellings.Project Goal: The aim of this lesson is for students to understand about homophones and their characteristics.
Learning Objectives:
A.) Students will successfully be able to define homophones.
B.) Students will understand the characteristics and how to identify homophones.
C.) Students will complete worksheet about homophones.
Prerequisites: Students should have a wide vocabulary and a slight idea of what homophones are.
Required Materials:
A.) Pencil
B.) Homophones worksheet
Lead-in-Activity: This lesson will begin with an explantation about homophones and how they work.
Step-by-Step Process: This lesson will begin with an informative description about homophones. Then the students will be given a worksheet to complete in order to apply this knowledge. Once they complete the worksheet they will turn it in to the teacher.
Assessment: The worksheet will be used for a grade over this lesson.
Lesson Description: This lesson will inform students about homophones, which are words that sound similar but are spelled differently and mean different things. Students will complete a worksheet that has several examples.
TEKS: §110.15. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010.
(b) Knowledge and skills.
(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
(C) identify and use antonyms, synonyms, homographs, and homophones;
(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and
(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.
(24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
(B) spell words with more advanced orthographic patterns and rules:
(C) spell high-frequency and compound words from a commonly used list;
(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
(F) spell complex contractions (e.g., should've, won't); and
(G) use print and electronic resources to find and check correct spellings.Project Goal: The aim of this lesson is for students to understand about homophones and their characteristics.
Learning Objectives:
A.) Students will successfully be able to define homophones.
B.) Students will understand the characteristics and how to identify homophones.
C.) Students will complete worksheet about homophones.
Prerequisites: Students should have a wide vocabulary and a slight idea of what homophones are.
Required Materials:
A.) Pencil
B.) Homophones worksheet
Lead-in-Activity: This lesson will begin with an explantation about homophones and how they work.
Step-by-Step Process: This lesson will begin with an informative description about homophones. Then the students will be given a worksheet to complete in order to apply this knowledge. Once they complete the worksheet they will turn it in to the teacher.
Assessment: The worksheet will be used for a grade over this lesson.
980413kb.jpg | |
File Size: | 72 kb |
File Type: | jpg |