Through the use of definition cards and a Scrabble activity, the student will learn how to spell and know the meanings of conjunction homophones. It involves auditory, visual, and kinesthetic differentiated learning opportunities.
The student will know the meanings of conjunction homophones.
The student will be able to spell conjunction homophones.
T says, "Do you remember what a homophone is?"
S responds. (Words that sound the same, but have different spellings and meanings)
T gives S Homophones Definition Card and says, "Compare your definition to the Definition Card. Is it the same?"
S responds. (yes or no)
T flips the Homophones Definition Card over and reviews some homophone examples with the S. T says, "There are Homophone Contractions like we've and weave."
T write down the words "we've" and "weave" on a piece of paper for student to see.
T asks, "Can you tell me why We've and Weave are different?"
S responds. (We've is a contraction for -we have- and -weave- is something you do when making a basket.)
T asks, "Can you give me an example of another Homophone Contraction?"
T gives S Homophone Contractions Definition Card.
T says, "Turn the card over and look at some of the examples of Contraction Homophones."
T asks, "Do any of these look familiar to you? Have you used these in sentences before?"
T reviews some of the words and gives a couple of the words in example sentences.
T takes out the Guided Practice Worksheet.
T places the Homophone Contractions Definition Card on the worksheet under the title for reference while completing the sentences.
T reads the first sentence and fills in the blank with the word "he'll".
T reads the second sentence and asks, "Which word do you think correctly fits in this sentence?"
S responds. (weed)
T asks, "Why do you think weed is the correct answer?"
S responds. (Because the sentence is talking about a weed in the garden, not we would.)
T reads the third sentence and asks, "Which word do you think correctly fits in this sentence?"
S responds. (whose)
T asks, "Why do you think whose is the correct answer?"
S responds. (Because the sentence is talking about a coat that belongs to someone not who is.)
T asks S to complete the fourth sentence on their own.
T takes out the Scrabble letters and asks, "Have you ever played Scrabble before?"
S responds. (If student responds no, T says, "Scrabble is a board game where you use letters to make words and each letter is worth a certain number of points.")
T gives S the Scrabble Letters and says, "You'll use these letters to spell out the word you think should be used in these four sentences."
T says, " Each time you finish, count up the points on the letters used in the word. Put the total number of points in the Points Box on the right side of the page."
S completes exercise.
T says, "Let's look at your total number of points and compare it to the legend down at the bottom to see how you did."
S compares total number of points with the legend at the bottom.
S finds where their total number of points fits in and reads aloud the sentence.
If S got 1-10 Scrabble Points, then go back through and re-explain the concept, followed by explaining why their wrong answers wrong and give them the correct answer for each sentence.
If S got 11-20 Scrabble Points, go back through the sentences and explain the correct answer for each sentence to make sure they understand why that answer is correct.
If S got 21-30 Scrabble Points, go back and look at the ones they missed and see if you can help them understand why they missed it.
If S got 31-27 Scrabble Points, give them a high five.
T takes out the Homophone Contractions Definition Card and turn to the backside where the example are.
T points to "We've" and "Weave" and asks, "So do you see how these words sound the same, but they have different spellings and different meanings?"
S responds. (Yes)