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Lesson Plan Normia

The document provides a detailed lesson plan for teaching students about homophones. It includes the intended learning outcomes, subject matter, learning procedures such as motivation activities, examples of homophones, and an evaluation. Students will participate in pairing words and identifying homophones in sentences.

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0% found this document useful (0 votes)
123 views3 pages

Lesson Plan Normia

The document provides a detailed lesson plan for teaching students about homophones. It includes the intended learning outcomes, subject matter, learning procedures such as motivation activities, examples of homophones, and an evaluation. Students will participate in pairing words and identifying homophones in sentences.

Uploaded by

normia antao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Semi-detailed Lesson Plan

March 20, 2019

I.Intended Learning Outcome


At the end of the lesson, the Grade 7 – Acacia with 90% mastery can:
a) Define the term homophone;
b) Pair the given words that sound the same;
c) Use the appropriate words in the given sentences; and
d) Recognize the homophones in the text.

II.Subject Matter
Topic: Homophones
Reference: https://literaryterms.net/homophone/ and
https://www.proofreadingservices.com/pages/homophones
Materials: flash cards, pictures, construction papers, manila papers, chalk, marker

III.Learning Procedure
A. Activity
a) Prayer
b) Greetings
c) Checking of attendance
d) Recapitulation of the previous topic
e) Motivation
 Show pictures of objects that have the same sounds but different in meaning and spelling.

KNIGHT NIGHT BYE BUY

ICE EYES MAIL MALE

 Call for volunteers to tell the name of the pictures.


 Ask them to write the words on the board.
 Ask them to read the words twice.
 Let them observe the words and ask them about their observation.
 After hearing their observations, tell them that the words that they have written on the
board are examples of homophones.
 Show them the objectives of today’s lesson.
B. Analysis
 Introduce the topic “Homophone.”
 Define homophone.
Homophones – are words that sound alike but are spelled differently and have different
meanings. Some common homophones are there/their/they’re and your/you’re. Because
students frequently being confused of the spellings of words in homophone sets, it is
important to learn the different ways that similar sounding words are spelled, learn the
different meanings of these words, and associate each homophone spelling with its
corresponding word meaning.
 Give them more examples of homophone and differentiate their meanings.
meat – meet hour – our pour – poor
Ad – add know – no die – dye
eight – ate be – bee for – four
blew – blue your – you’re here – hear
toad – towed seller – cellar sea - see
wait – weight byte – bite there - their
C. Abstraction
 Call for volunteers to tell what homophones are.

D. Application
“Fixing a Broken heart”

MAID MADE

Fixing a Broken Heart is a teaching strategy wherein students will be given broken pieces of
hearts. This will be applicable for topics that are related to pairing of words such as
homophones.
These broken hearts contain words that are similar in pronunciation but different in
meanings and spellings. Each students shall be given a broken heart with only one word
written on it. They will find their broken pair by looking for the homophone of the word
that is written on their broken heart.
 Distribute the broken pieces of the hearts.
 Let them look for their pairs by finding the homophone of their word. Give them 5 minutes
to finish the task and another 5 minutes to talk with their partners to discuss the meanings
of their words.
 Pick a name from the names box and ask the student to go in front with his/her partner to
discuss the meanings of the paired words.

IV. Evaluation
Directions: Choose the appropriate word to be used in the following sentences. Write your answer on
the blank provided.
1. Our teacher said we should _________ (right, write) every day to improve our skills.
2. That’s Mona Lisa; it was painted _________ (by, bye) Leonardo Da Vinci.
3. I didn’t _________ (here, hear) what he said.
4. Venison is the meat from a _________ (dear, deer).
5. I can ________ (sea, see) their house from here.
6. The leader ________ (allowed, aloud) us to eat our foods inside our tents.
7. You slow the car with the ________ (break, Break).
8. My ________ (sun, son) will graduate this year.
9. They _________ (meet, meat) at the market to buy _________ (meat, meet).
10. Last _________ (weak, week), she was very _________ (week, weak).

V. Assignment
Directions: identify the homophones used in the given sentences. Underline your answers.
1. Carla has two shoes. The other one is too small for her.
2. The maid of Santos’ family made a delicious cake.
3. She already knew that she has a new big doll.
4. They’re included in the honors list that is why their parents are asked to attend the recognition
program.
5. The children ate eight pieces of pizza.

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