Mike McKee, Megan Sawyer, Maddie Przydzial

Overview

Learning Objectives

The school is called Colegio Fundacion Nueva Granada, located in Bogota, Columbia. There are low levels of technology within the school consisting of mainly white boards and basic school supplies. The audience is an even distribution of boys and girls with approximately 20 students in each class. The students are in 6th and 7th grade with only 2-3 years of experience speaking and understanding English. The teacher is fluent in Spanish and English, is also trained in teaching English as a foreign language. Following this lesson, students should be able to distinguish the difference in meaning and determine the correct spelling of homophones. Given a definition and examples of common homophones, they should be able to construct sentences with the correct usage of the homophones. CCSS.ELA- Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. EL.6.7 2006- Listening and Speaking: skills, strategies, and applications: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well- organized formal presentation using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Teaching Standards

CCSS.ELA-Literacy.SL.6.3: Delineate a speaker; argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Required Materials Procedures White board and markers Paper Pencils Explain what homophones are: words that sound alike but have different meanings and spelling Teach the class about homophones and their meanings in the English language Split up the class into groups of 3 or 4

Mike McKee, Megan Sawyer, Maddie Przydzial

Assessment

Assign each group a set of homophones, in this case, use {eye, I} and {two, to, too}. Have the groups make a sentence (in English) for each of the homophones they were assigned. Then have them make a single sentence that incorporates all of the homophones. They must write their sentences on their white boards or whatever material has been made available for them to use. When finished, have the students present their sentences to the class. To test the students skills over homophones, the students must successfully come up with the same amount of sentences for the number homophones that their group is given. One extra sentence must be successfully constructed using all of the homophones given to their group. Full points will be awarded to sentences properly constructed using the correct grammar, vocabulary, and homophones. (20/20) For every minor error in the sentences, one point will be deducted from the twenty points. (Such as incorrect spelling: one point off, incorrect punctuation: one point off) Ten points of the twenty is solely based on class participation during this lesson and will be given out at the teachers discretion. Refer to http://homophone.com/ http://www.englishclub.com/pronunciation/homophones.htm http://dictionary.reference.com/browse/homophones Homophones

References and Reference Materials