Lesson Notes By Weeks and Term - Primary 2
Homophones
Homophones
SUBJECT: PHONICS
TERM: 1ST TERM
LESSON PLAN FOR 4th WEEK
CLASS: PRIMARY 2
AGE: 7 years
DURATION: 3 periods of 40 mins each
DATE:
TOPIC: Homophones
CONTENT: Homophones
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR: Pupils can identify alphabet letters
SET INDUCTION: The teacher uses the sentences: ‘there are three things wrong with these sentences. Raise your hand when you see them’. To arouse the students by asking them to figure it out within a specified time
INSTRUCTIONAL TECHNIQUES: Discussion, group activities,
INSTRUCTIONAL MATERIALS: index cards, timer, Holy homophones worksheet
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Identification, sounding and spelling homophones
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | -Explains that homophones are words that sound the same but have different meaning and spellings -draws a T-chart on the board and writes two common homophones in the heading sections of the T-chart e.g ‘ate’ and ‘eat’ - Explains that ‘ate’ is the past tense of ‘eat’ while ‘eight’ means a number | Pupils listen, observe and participate |
2 | EXPLICIT INSTRUCTION/TEACHER MODELLING | -in the T-chart, draw a picture that represents each homophone(i.e a plate of food blazing hot under ‘eat’, and number eight ‘eight’ - Asks pupils volunteers to think of sentences that use homophones (e.g ‘I ate rice and salad last night’ and ‘Eight is my favourite number’) and write the sentences under the correct words. Keep going until there are three sentences under each | Pupils listen, observe and participate |
3 | GUIDED PRACTICE/INTERACTIVE MODELLING | - Makes a list of some homophones so that the pupils can read it aloud repeatedly Pair pear Bean been Ball bawl Ate eight Sea see Tow toe Flour flower Rose rows
| Pupils listen, observe and participate |
4 | INDEPENDENT WORKING TIME | - Gives the pupils the below exercises Use the words in the bracket to complete the sentences below (deer, steel, week, fir, dear, steal, wear, fur) 1. The thief tried to ________ the diamond 2. a large _____ tree grew in the forest 3. It is just a ______ to my birthday 4. After her operation, Margaret felt quite ______ 5. The wolves ran after the _____ and its fawn 6. This device is made of stainless _______ 7. There seemed to be a lot of fleas in the _______ of the dog 8. These shoes are cheap, but the ones on the table are _______ | Pupils listen, observe and participate |
5 | EVALUATION
| - Monitors and corrects where necessary |
|
PERIOD 3: Identification, sounding and spelling homophones
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSONS | - Revisits the previous lesson on homophones
| - Pupils listen, observe and participate |
2 | GUIDED PRACTICE | - Makes a list of more homophones and ask the pupils the pronounce them aloud repeatedly Rein rain Won one Cent scent Brake break Cell sell | - Pupils listen, observe and participate |
3 | INDEPENDENT WORKING TIME | - Gives the pupils exercises homophones These homophones are cramped up. Find each pair and write them together. They are twelve words Tale whole creak rode stair knew road creek stare new hole tail 1. __________ ____________ 2. __________ ____________ 3. . __________ ____________ 4. . __________ ____________ 5. . __________ ____________ 6. . __________ ____________ | - Pupils listen, observe and participate |
4 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
|
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