The IPG-Redo
Interns Name: Kiltoya Marlowe Date: 20 July 2014
Subject English/ Language Arts
Grade Level: 4th
1. TEKS- 4.22C
Oral and written conventions/Spelling. Students are
expected to spell commonly used homophones(e.g.,
there, theyre, their; two, too, to)
Objective- I/We will spell homophones correctly.
2. Big Understandings
We want people to understand what we say as well as
what we write so we do not confuse people. We do not
want to write I told her to buy some shoes, one pear
When we really mean one pair
When you get older and look for jobs what is written on a
sheet of paper will be the only thing that someone might
know about us. We want them to know that we know
proper uses of words.
3 Assessment Evidence- Using passages and worksheets, students will demonstrate the correct
spelling of homophones.
4. Opening Hook
T- PPT slide and/or video-- Video of homophone that sings about homophones explaining different words
and definition of homophones
5. Instructional Strategies / Student Activities
Teacher Input T-writes HOMOPHONES on the board
Does anyone knows what a homophones are? Wait. . . Two or more words that that sound the same but
mean two different things and are spelled differently. They are very confusing. Please pull look at your
work sheets. I want everyone to look at the first sentence. When you find the first sentence, give me an air
five.
Modeling- Okay we are going to read the first sentence together. . . . Watch as I circle the correct
homophone. Who wants to guess at what that will be? So we know that. . . is correct. Can someone tell me
what a homophone is?
Guided Practice- Okay lets do another one together. Look at problem 2, give me an air five when you locate
it. What does sentence #2 say? What is the correct answer? Circle it.
CFU (Checking for Understanding) What are we talking about today? Why is it important for us to know
how to spell homophones if we say them correctly? (Because we also want people to understand our
writing not just our words)
Independent Practice- Okay if you scan down the sheet you will notice that the last 4 questions are different.
What do you have to do? Right. Here is a list of common homophones that you can use to help you fill in
the blanks. I want you all to finish the worksheet in your groups and then we will discuss them when I see
everyone give me an air five. When you are finish, pass them to your table leaders. Table leaders please put
them in the basket.
6. Materials / Resources
The board and Worksheets
7. Grouping Patterns Groups 3-4 students set up in predetermined table groups.
8. Ending, Summary / Reflection-- Who can tell me what we worked on today? Why would we spend
time on guessing and spelling homophones? (so people will be able to understand our writing) Goes
back to example of job application or letter to a friend Amy you are a deer.
9. TechnologyPPT and/or video
