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Teacher Candidate: Kaylee Dillon Date: March 27, 2013

School: Rock Branch Elementary Grade: Third Grade

Subject: Spelling/Writing Lesson Title: Write the Right Homophone!

Students will be able to:
o Explain why they need to learn about homophones and when they are used in real-
life situations
o Define homophones and give examples of different words that are considered
o Determine if a word is a homophone
o Demonstrate correct usage and spelling of different homophones

Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a
time about the topics and texts under discussion).
Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the
Demonstrates command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied
words and for adding suffixes to base words (e.g., sitting, smiled,
cries, happiness). Use spelling patterns and generalizations (e.g.,
word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as
needed to check and correct spellings.

Association for Childhood Education International Elementary Education Standards
2.1 Reading, Writing, and Oral Language
3.4 Active engagement in learning

Dillon 2
3.5 Communication to foster collaboration
4.0 Assessment for instruction
5.1 Professional growth, reflection, and evaluation

1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments

Overall Time - 40 minute lesson
Time Frame - 10 min. Teacher introduction/ assess prior knowledge
10 min. Group Sorting Activity
10 min. Group Guided Practice Activity
10 min. Pair Activity for Assessment and Closure

-Teacher/student led discussion -Independent/group practice
-Guided instruction -Pair activity
-Visual -Matching

Learning Differences: For students who are
struggling to complete the lesson, I will aid them
by having them by helping them read, or spell
words they are trying to say.
Sensory Differences: I will allow extra time and
individualized instruction for students with
sensory differences.
Attention Differences: I will construct the lesson
with steps that will be taken one at a time. The
lesson will move quickly from one activity to
another to keep interest.
Behavioral Differences: I will give reinforcement
during the lesson regarding correct behavior and
Motivational Differences: I will keep track of the
teams scores during the Write it Right activity.
This will motivate students to work together to be
the first team to answer correctly.
Ability Differences: I will design the lesson so that
students with ability differences are able to
participate in the activity. Limiting sentences to be
Physical Differences: I will adapt the lesson
format for students with physical differences by
adjusting the lesson, so they may participate.
Cultural Differences: I will use examples from real-
world cultural situations when creating the lesson.

Dillon 3
Communication Differences: Through use of the
visuals, I will aid students will communication
differences. I will assist students with questions or
unknown words throughout the lesson.
Enrichment: I will allow students who have
completed their work to aid others. I will also have
them complete challenging worksheets for
practice of states of matter.
Multiple Intelligence:
x Verbal/Linguistic Naturalistic
x Spatial x Interpersonal
Logical Mathematical x Intrapersonal
x Bodily/Kinesthetic ___Existential

Introduction/ Lesson Set
o For the introduction, have slide # 4 of the Write it Right PowerPoint projected onto
the board.
o Review homophones with class. Asks students what the meaning of a
homophone is.
o Paired activity: Students will match homophone pairs with their teams.
o They will lay cards face down.
o They will take turns flipping cards over.
o When they make a match, they will set the pair aside.
o They will then write the homophone pairs on their Homophone Match-Up
Body & Transitions
o Homophone Write it Right PowerPoint Game: Students will compete in 4 teams. They
will have 1 white board and 1 flag per table.
o Students must synergize to choose the correct homophone for the sentence.
They will have to think win-win and decide as a team.
o Observe students collaborating together.
o They then take turns within their group to come up to the Smart Board and
select their answer.
o Keep track of the team scores.
o Pair of Pares activity: Students will get with a partner. Pair of Pears worksheet.
o They will pick a pair of homophones.
o Each student will write one homophone on the pear, draw a picture of it, and
write a sentence using the homophone.
o Take up for assessment.

Dillon 4
The WVCSOs are assessed during the following assessments. For each assessment, data will
be analyzed to measure students overall knowledge of homophones.
Assess students to see if they have enough prior knowledge to
understand the lessons objectives. The students have homophones as
spelling words this week. This activity provides them with the
opportunity to apply the homophones into real-life situations. Ask
students to define what a homophone is, what it is used for, and why it
is important for us to use the correct homophones.
Also, observe students as they work during their Homophone Match-
Up activity. Are the students matching the correct homophones
together? Are they discussing application or definitions of the
Assess knowledge of the objectives during discussion of the
PowerPoint Observe students as they work in their collaborative
groups. Are they working as a team to select the appropriate
homophone for the sentence? Are they accurately choosing the
correct homophone? Do they show an understanding of the
application of the homophones?
Observe students as they work on their Pair of Pears assignment. Are
they working collaboratively with their partner? Take up Pair of Pears
activity. Assess students using the rubric.

o Write the Right Homophone PowerPoint
o Homophone Match-Up cards and Homophone Match-Up Recording sheets
o 4 Flags
o Pair of Pears Worksheet
o Rubric

If Student
Finishes Early
If students finish early, I will allow pairs to share their pears while the
remanding of the students completes the activity. They can complete the
homophone worksheet for independent practice. They can also complete
the homophone word search.
If Lesson
Finishes Early
If the lesson finishes early, I will allow multiple pairs to share their pears
with the class if they would like. I can have students complete the
Homophone worksheet for independent practice.
If Technology
If technology fails, I will use the laminated sentence cards for the formative
team activity.

Dillon 5
Overall, the parts of this lesson went well. The students flowed well from the
introduction portion of the lesson into the Match- Up game. They were doing a great job
synergizing in their groups. However, data was apparent that this activity was going to take
longer than I had anticipated. The students were moving relatively at the same pace;
however, I decided to cut this activity short. There were about 22 pairs. The students all
matched about 6-10 pairs in 10 minutes. Next time, I will limit the amount of homophone
pairs I place in the bags.
After the introduction activity, students moved directly into the body of the lesson.
My distribution of materials for the Write the Right Homophone Game went well. The
students wanted to start grabbing the flags to claim them as theirs. However, I told the
students that where ever I place the item, I want it to stay. They werent very fond of this
idea, until they discovered that it would allow them to all get a turn. The students were
already siting in their groups of four. Again, they did a great job synergizing and following
directions and procedures.
The conclusion and summary implantation of this lesson followed what was originally
planned. My plans for student grouping provided an orderly flow. I instructed the students
to get with a partner at their table. This illuminated any chances for disagreement or