Homophones

o  We can define a homophoneo  We can define a homonym, homophone,

and a homographo  We can identify homophoneso  We can listen and respond to each other.o  We can brainstorm homophone pairs

o  Mentor-text –Dear Deer By Gene Barretta

o  Mentor-text – How Much Can a Bare Bear

Bear? by Brian Clearyo  chart papero  homophone tree or pocket chart & pearso  Homophone Pairs Craftivity

L.2.4L.3.4

1.  Before reading the story, ask your students if they know what a homophone or homonym is. Elicit responses have a discussion to clear any misconceptions.

2.  Read the story Dear Deer by Gene Barretta or How Much Can a Bare Bear Bear? by Brian Cleary.

3.  After reading your mentor-text, ask a student to explain what a homophone is. Write the definition on a sentence strip or on a piece of chart paper. It’s important to know the difference between homonyms, homophones, and homographs.

4.  Homonyms is the BIG UMBRELLA. Under this umbrella are homophones and homographs. Homonyms are words that sound alike, but have different meanings. Homophones are a TYPE of homonym that sound alike, have different meanings and different spellings (sea and see). Homographs are a TYPE of homonym that sounds alike, they are spelled the same way, but have different meanings (tie (necktie) and tie (tie your shoes).

5.  It’s important to help your students understand the difference between the two.

6.  Guided Practice – Now that I read the mentor text and we understand the difference between homographs and homophones it is time to do a guided practice activity.

7.  You can use the Homophone Tree or a pocket chart for this part of the lesson.

8.  Print the pears on colored cardstock, laminate them, and cut them out. Give each student ONE pear with a homograph on it. Tell the students they must walk around and find their partner that matches their word. I don’t even tell them how they will match. After they find their partner, they must talk to their partner and decide what each word means. When they found their partner and know the meaning of the words on their pears, they should sit back down with their partner and wait for the rest of the group to finish.

9.  After all of the students found their partner, you ask the partners to come up one by one to add their pears to the tree / pocket chart. If you put them on the tree, I hand out rolled pieces of tape as I call up the students and they tape them on the tree. Or you can use the pocket chart method. I just love the Homophone Tree because it is a decoration/reference in the room when the lesson is complete.

10.  After you complete the guided practice activity, you can begin to explain the independent activity.

11.  The students will make a large Pear craft entitled “Homophone Pairs.” Inside the pear craft, the students will use 4 pairs of homophones and use BOTH words in a sentence. For example, if the students chose sea and see, they could possibly write, “I will see seagulls by the sea.”

12.  The students will complete this activity using 4 pairs of homophones. Challenge the students to think of homophones that haven’t been explored or shared yet.

13.  These Homophone Pears make an adorable bulletin board display.

Independent Practice: Homophone “Pairs” craftivity

YouTube video Homophones

http://www.dailymotion.com/video/x36u9pg

Homophones