| Title: Homophone
cartoons |
| Subject: English/Language
Arts |
| Grade Level: 5
- 7 |
| Overview:
|
| This lesson will introduce students to the concept of homophones.
It will provide them with a website containing lists of homophones.
Then use an art activity illustrating a homophone pair to evaluate
understanding. |
| Approximate
Duration: One day |
Content Standards:
- Standard 2
Students write competently for a variety of purposes and
audiences.
- Standard 3
Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
handwriting.
- Standard 4
Students demonstrate competence in speaking and listening as
tools for learning and communicating.
- Standard 5
Students locate, select, and synthesize information from a
variety of texts, media, references, and technological sources to
acquire and communicate knowledge.
- Standard 7
Students apply reasoning and problem solving skills to reading,
writing, speaking, listening, viewing, and visually representing.
|
Benchmarks:
- ELA-2-M5
recognizing and applying literary devices (e.g., figurative
language, symbolism, dialogue); (1,4)
- ELA-3-M1
writing legibly; (1,4)
- ELA-3-M4
demonstrating understanding of the parts of speech to make
choices for writing; (1,4)
- ELA-3-M5
spelling accurately using strategies and resources (e.g.,
glossary, dictionary, thesaurus, spell check) when necessary.
(1,3,4)
- ELA-4-M1
speaking intelligibly, using standard English pronunciation and
diction; (1,4)
- ELA-4-M2
giving and following directions/procedures; (1,4)
- ELA-5-M2
locating and evaluating information sources (e.g., print
materials, databases, CD-ROM references, Internet information,
electronic reference works, community and government data,
television and radio resources, audio and visual materials);
(1,3,4,5)
- ELA-5-M4
using available technology to produce, revise, and publish a
variety of works; (1,3,4)
|
Interdisciplinary Connections:
- Arts : Creative Expression
Students develop creative expression through the application of
knowledge, ideas, communication skills, organization abilities and
imagination.
|
Educational Technology Standards:
- Use information, media, and technology in a responsible manner
which includes following the school's acceptable use policy,
adhering to copyright laws, respecting the rights of others, and
employing proper etiquette in all forms of communication.
- Use multimedia tools and desktop publishing to develop and
present computer-generated projects for directed and independent
learning activities.
- Use technology tools (e.g., multimedia authoring, writing tools,
digital cameras, drawing tools, web tools) to gather information for
problem solving, communication, collaborative writing and publishing
to create products for various audiences.
|
Objectives:
1. The learner will identify homophones.
2. The learner will generate pairs of homophones.
3. The learner will illustrate pairs of homophones.
4. The learner will present an illustration to their classmates. |
Lesson
Materials and Resources:
Teacher's list of selected homophones and illustrating sentences.
Examples of illustrated homophone pairs.
11 x 14 poster board
markers or crayons |
Technology
Tools and Materials:
Hardware:
computer
printer
Software:
KidPix or other drawing software (optional)
Websites:
homophone
list <http://donnayoung.org/language/sp/simsound.htm>
|
Background
Information:
Students do not need a strong art background to complete this project.
It should be a fun learning activity for them. Students do need to
understand what a homophone is and the meaning for both homophones
within a pair. |
Lesson
Procedures:
1. Begin by explaining the definition of a homophone and listing
several examples. You may even want to illustrate the meaning of each
word in the homophone pair either on the board or have posters made
before the lesson. Example:
Homophones-words that sound alike but have different meanings and
spellings.
For example: Night and Knight-illustrate each with a picture of
"night" (moons and stars) and "knight" (suit of armor)
2. Ask students to generate their own examples of homophones.
3. Tell students they are now going to illustrate a pair of homophones
using a cartoon. Provide them with several examples.
"Male/mail" you could have a picture of a man with a envelope instead
of a head.
"Sun/son" have a picture of the sun with a younger son standing beside
him
Students will quickly catch on to the idea.
4. If students have trouble generating their own homophone pair allow
them to visit the website above. There are several wonderful examples
there.
5. Provide students with either poster board and markers or access to
a computer drawing program (kid pix, etc...) and allow them time to
complete their illustrations.
6. Have students share their "cartoons" with the rest of the class.
Explaining the meaning of each homophone they chose.
7. Use the rubric provided to evaluate each students "cartoon"
8. Display the cartoons in an area where they can be appreciated by
all the students. |
Assessment
Procedures:
Students can be given a grade using the rubric provided.
Students should also be given credit for their effort and
participation. |
Accommodations/Modifications:
Students with disabilities may still be able to use the computer aided
drawing programs to finish their project. The teacher could then
assist them with presentation.
----- written by
Amanda Davis
|
Reproducible
Materials:
|
Explorations
and Extensions:
You may have students that would like to complete more than one
cartoon. Have extra supplies available.
Some students might also like to visit other homophone websites and
fun activities on the internet. |
Lesson
Development Resources:
List of homophones: Donnayoung.org
web site
|
Reflections:
I've used this activity for several years. Students can be a little
apprehensive about their drawing ability, but with a little
reassurance, they can produce some wonderful cartoons. |
Contact
Information:
Amanda Davis
amanda.davis@mcschools.net
Lexington Elementary |
