Components of Effective Lesson Planning Bianca Ferreira ... · LEARNING OPPORTUNITY #1 2 TITLE: Hiding Homophones DATE: Thursday, May 11th, 2017 TIME: 2:15 p.m. to 2:45/2:55 p.m

Running Head: LEARNING OPPORTUNITY #1 1

Components of Effective Lesson Planning

Bianca Ferreira (260683551)

Marcia Kennedy-Gaul

EDEC 253: 001 – Second Professional Seminar

Faculty of Education, McGill University

Friday, May 19th, 2017

Bianca Suzanne Ferreira

LEARNING OPPORTUNITY #1 2

TITLE: Hiding Homophones

DATE: Thursday, May 11th, 2017

TIME: 2:15 p.m. to 2:45/2:55 p.m.

DURATION: 30 to 40 minutes

LEVEL: Cycle 2 (Grade 3)

LEARNING SITUATION: English Language Arts and Visual Arts

SCHOOL: Wilder Penfield Elementary School

SUBJECT SPECIFIC COMPETENCIES

English Language Arts –

• Competency 3: To represent her/his literacy in

different media.

• Competency 4: To use language to

communicate and learn.

Visual Arts –

• Competency 1: To produce individual works in

the visual arts.

CROSS-CURRICULAR COMPETENCIES

• Competency 1: To use information.

• Competency 4: To use creativity.

• Competency 5: To adopt effective work

methods.

• Competency 8: To cooperate with others.

• Competency 9: To communicate appropriately.




BROAD AREAS OF LEARNING

- Hiding Homophones addresses the Broad Area of

Learning known as “Personal and Career Planning”.

The students will become aware of his/her potential and

how to fulfill it. The students will also start to

recognize his/her talents, strengths and interests; they

will understand the importance of school work; taste

for challenge and sense of responsibility for his/her

successes and failures.

OBJECTIVES - The students will be able to identify, pronounce, and

illustrate common homophones to strengthen skills and

understanding.

MATERIALS (Student and Teacher)

- The students will need a pair of scissors, some

coloured crayons or markers, a pencil as well as an

eraser. I will supply the students with a few assistive

sentences (Appendix A), a list of common homophones

alongside their definitions and pictures (Appendix C

and D), the template to create the foldable “cheat sheet”

(Appendix E) as well as a worksheet for students who

complete their work in advance (Appendix G).

GROUP SIZE AND LOCATION

- The entire class (app. 15 students) will be provided

with the opportunity to participate in the lesson and it

will take place in the classroom.

PROFESSIONAL COMPETENCIES

• Competency 1: To act as a professional who is

inheritor, critic and interpreter of knowledge or

culture when teaching students.


• Competency 2: To communicate clearly in the

language of instruction, both orally and in

writing, using correct grammar, in various

contexts related to teaching.

• Competency 3: To develop teaching/learning

situations that are appropriate to the students

concerned and the subject content with a view

to developing the competencies targeted in the

programs of study.

• Competency 4: To pilot teaching/learning

situations that are appropriate to the students

concerned and to the subject content with a

view to developing the competencies targeted in

the programs of study.

• Competency 5: To evaluate student progress in

learning the subject content and mastering the

related competencies.

• Competency 6: To plan, organize and supervise

a class in such a way as to promote students’

learning and social development.

• Competency 7: To adapt his or her teaching to

the needs and characteristics of students with

learning disabilities, social maladjustments or

handicaps.


• Competency 8: To integrate information and

communications technologies (ICT) in the

preparation and delivery of teaching/learning

activities and for instructional management and

professional development purposes.

• Competency 9: To cooperate with school staff,

parents, partners in the community and students

in pursuing the educational objectives of the

school.

• Competency 10: To cooperate with members of

the teaching team in carrying out tasks

involving the development and evaluation of the

competencies targeted in the programs of study,

taking into account the students concerned.

• Competency 11: To engage in professional

development individually and with others.

• Competency 12: To demonstrate ethical and

responsible professional behavior in the

performance of his or her duties.

TIME LESSON

app. 5 to 10

minutes

INTRODUCTION:

- I will say something such as…

“Can I have everyone sit in front of the SMART Board for me?”


“English is known as one of the hardest languages in the world to learn.

Can anybody tell me why it is so hard?”

- If the students shake their heads (i.e. are not sure), I will encourage

answers by displaying the following sentences on the SMART Board

(refer to Appendix A as well):

à They’re going to their car that is over there.

à He blew the blue horn two too many times.

à The flower made out of flour and water won number one in the

contest.

- I will re-state the aforementioned question if necessary.

- I will say something such as…

“Words in which sound the same, but have different meanings and

usually different spellings are called HOMOPHONES (displayed on

SMART Board, see Appendix B) or tricky sight words like Mrs. Tille has

taught you. That’s why English is very difficult to learn. So, today we’re

going to create a “cheat sheet” for some common homophones.”

app. 15 to 20

minutes

DEVELOPMENT:

- I will say something such as...

"Can someone give me a few examples of homophones or tricky sight

words?"

- I will proceed to type then on the computer in order for students to see it

appear on the SMART Board.

- Once I have received (or have not received) answers, I will display

Appendix C on the SMART Board.



"Here are the homophones that we’ll be focusing on today.”

- I will proceed to introduce and/or review the definitions of the

homophones in order to ensure complete comprehension prior to the start

of a matching game (see Appendix D).

- The students will proceed to remain seated in front of the SMART

Board and we will play an interactive matching game created by your(s)

truly on Quizlet. The students will be provided with the opportunity to go

up 1-by-1 and match one (OR a) homophone to the correct sentence.

NOTE: I have written the students’ names on popsicle sticks and they

will be choosen at random.

- Prior to the start of the game, I will remind the students of one

important expectation.


"I don't want anyone to start screaming or yelling out the answers.

Everyone is going to get a turn to play."

- I will proceed to explain the matching game to the students. I will most

likely physically (i.e. use the SMART Board's touch screen) demonstrate

how the game is played (here is the link:

https://quizlet.com/207492585/hiding-homophones-flash-cards/).

- Once we have completed the game, I will provide the students with the

instructions as to how they will build/create their "cheat sheet".


- I will ask students to return to their seats and I will ask one student to

pass out the template for the "cheat sheet" (see Appendix E).


“Before we start, I’d like you to take out a pair of scissors, some coloured

crayons or markers, a pencil and an eraser.”

"First, you're going to fold along the solid lines. Next, you're going to cut

the tabs along the dotted lines to create flaps. Now, I'd like you to choose

4 pairs of homophones and write them on the outside of the flaps, across

from one another. Underneath each flap, you're going to draw a picture in

which represents and/or illustrates the homophone."

NOTE: I will physically demonstrate the aforementioned steps in front of

the class.

- Please refer to the section titled "Adaptations" to see how I have altered

the lesson for struggling students, ESL (English Second Language)

students and students on an IEP (Individualized Education Program).

Students who complete their work in advance will be provided with the

opportunity to do the “Hiding Homophones” worksheet (see Appendix G

as well as the section titled “What's Up? Follow-Up Activities”).

app. 5 to 10

minutes

CLOSURE/TRANSITION:

- I will ask students to share which pair of homophones were the hardest

for them to remember.

- The students will be provided with the opportunity to share their

illustrations with a partner of their choice or the person next to them.


- I will explain to the students how they will be able to keep the “cheat

sheet” in their study folder in order to help them out for future

assignments.

EVALUATION:

- The students will be evaluated on the neatness and legibility of their

“cheat sheet” as well as the proper and/or correct

representation/illustration of their homophones (see Appendix F for

rubric).

ADAPTATIONS:

- Struggling students, ESL (English Second Language) students and/or

students on an IEP (Individualized Education Program) will be provided

with a hard copy of Appendix D in case he/she could not remember the

definitions and/or illustrations of specific homophones.

- I will also provide struggling students, ESL students and/or students on

an IEP with a shorter list of common homophones and I will cut their

“cheat sheet” in half in order to avoid overwhelming him/her (i.e. two

pairs of homophones to write and illustrate instead of four).

- Students who complete their work in advance will be provided with the

opportunity to start the worksheet that is discussed in the section titled

“What’s Next? Follow-Up Activities” (see Appendix G as well).

WHAT’S NEXT? FOLLOW-UP ACTIVITIES:

- Students who complete their work in advance will be provided with the

opportunity to complete the “Hiding Homophones” worksheet (see

Appendix G).


- Students will receive a “smiley” (a reward system used by my CT in

which students collect and eventually receive “real” rewards, such as

being provided with the opportunity to bring a stuffed animal and/or toy

to class, sit next to a friend or at the teacher’s desk, etc.). The completion

of the “Hiding Homophones” worksheet will be considered a “challenge”

to see if students possess the ability to identify and pronounce common

homophones.


POST-LESSON REFLECTION:

As my CT (Cooperating Teacher) and I designed this lesson, we considered multiple

factors such as how I would keep the students engaged and how I would provide the instructions

for the “cheat sheet” (e.g. all at once or step-by-step). This lesson was an introduction to

“homophones” and it focused on Competencies 3 and 4 of English Language Arts as well as

Competency 1 of Visual Arts (Québec Education Program, 2001). The students had been

previously introduced to “tricky sight words” such as “they’re, their and there, two, to and too,

then and then, were and where, our and are, my and me” as well as “your and you’re”. Although,

I wanted the students to know how homophones are words in which sound the same but are spelt

differently and have different meanings. I did not want the students to think “tricky sight words”

was another term for “homophones” due to the fact not all “tricky sight words” are considered

“homophones”.

I conducted the lesson with the “below average” (for lack of a better word) class,

therefore differentiation and a variety of adaptations was required. I decided to sit the students in

front of the SMART Board due to the fact I felt as though the students would be presented with

less distractions (i.e. it would prohibit them from “fidgeting” or playing with their belongings

inside their desks). The students varied in ability, therefore we/I knew it would not have been

beneficial to simply discuss/talk about homophones. I wanted to include a variety of

“manipulatives” and/or techniques in order to cater to the different learning styles. Some students

learn things when they hear them; “others learn faster when they can see material in writing”

(Parkay, Stanford, Vaillancourt, Stephens, and Harris, 2012, p. 178). That is why I used the

SMART Board, provided students with the opportunity to participate in an interactive game as

well as allowed them to physically create a “cheat sheet” for some common homophones.


Students who often do not excel in math or science were provided with the opportunity to portray

their newly acquired knowledge through art (i.e. homophone illustrations). I wholeheartedly

believe that it is important to give those students a chance to shine as well.

Struggling students, ESL (English Second Language) students, students on an IEP

(Individualized Education Program) and/or students with ADD, ADHD and/or anxiety were

provided with a hard copy of Appendix D in case he/she could not remember the definition

and/or illustration of specific homophones. Students who felt overwhelmed by the “cheat sheet”

activity were provided with a shorter list of common homophones and their “cheat sheet” was

cut in half (i.e. two pairs of homophones to write and illustrate instead of four). Students who

completed their work in advance were provided with the opportunity to start Appendix G.

“Hiding Homophones” was based on an instructional approach known as evidence of

learning. The 5-E model could have worked just as well, but due to the fact the students would

be transferring and/or portraying their knowledge to something concrete, I geared it towards the

evidence of learning approach. To start, students were provided with information as to what a

homophone consists of (i.e. words in which sound the same, but have different meanings and

usually different spellings) as well as various examples (i.e. illustrations of homophones). Once

they have understood every pair of homophones, the students were provided with the opportunity

to apply their knowledge to a matching game on Quizlet. The students proceeded to make a

“cheat sheet” in order to solidify their knowledge. I attempted to make this lesson as student-

centered as possible since student-centered activities “emphasize the growth and development of

students” while highlighting content (Parkay et al., 2012, p. 239). Although, I didn’t feel like it

was entirely student-centered. Nevertheless, the students were provided with the opportunity to


illustrate the pairs of homophones however they would like and zero guidance was and/or had to

be provided.

I would add more questions to the matching game on Quizlet due to the fact it became

repetitive and the students started to become familiar with the answers. I would also play a

variety of games in order to prevent “boredom” and keep the students engaged. Prior to the start

of the “cheat sheet” activity, I asked the students to take out scissors, coloured crayons, markers,

a pencil and an eraser. However, I felt as though the materials distracted the students and

prohibited me from receiving their full attention. I would most likely ask the students to take out

the materials as they are required/as we proceed through the “cheat sheet” activity.


Appendix A – Assistive Sentences

They’re going to their car that is over there. He blew the blue horn two too many times. The flower made out of flour and water won number one in the contest.

Appendix B – Homophones


Homophones


Appendix C – List of Common Homophones

Ad Add Ate Eight Ball Bawl Cent Sent

Hi High Weak Week Flower Flour Hare Hair Road Rode

Appendix D – Homophone Pairs with Pictures

Ad: Advertisement.


Add: To put (something) with another thing or group of things.

Ate: Simple past tense of eat.


Eight: The number 8 in words.


Ball: A usually round object that is used in a game or sport.

Bawl: To cry very loudly.


Cent: A coin or note representing one cent.

Sent: Simple past tense of send.


Hi: Used as an informal way of saying “hello”.

High: Rising or extending upward a great distance.


Weak: Having little physical power or ability; not strong.

Week: A period of seven days.


Flower: The part of a plant that is often brightly coloured.

Flour: Powder made from grain that is used in cooking for making bread, cakes, etc.


Hare: A fast animal that resembles a rabbit.

Hair: A thin threadlike growth from the skin of a person or animal.


Road: A hard flat surface for vehicles, people and animals to travel on.

Rode: Simple past tense of ride.


Appendix E – “Cheat Sheet” Template


Appendix F – Rubric

Name: ________________________________________

Date: _________________________________________

Homeroom: ____________________________________

CRITERIA 1 2 3 4

The student is able to properly and/or correctly represent/illustrate the homophones.

The student’s foldable “cheat sheet” is legible.


The student’s foldable “cheat sheet” is neat and he/she has followed the instructions.

1 = NEEDS IMPROVEMENT 2 = FAIR 3 = GOOD 4 = EXCELLENT

TOTAL SCORE: / 12

Appendix G – “Hiding Homophones” Worksheet

Name: ______________________________ Date: ______________________________

Hiding Homophones

WHAT AM I SUPPOSED TO DO? Complete the sentences using the correct homophone.

1. Ad or Add

a) Marcus A. is a big fan of McDonald’s new ____________________.

b) Do not ____________________ too much salt.


2. Ate or Eight

a) James P. accidentally ____________________ all of Cade’s lunch.

b) Adam does not like to wake up at ____________________o’clock on the weekend.

3. Ball or Bawl

a) I heard her ____________________ing in the girls’ bathroom.

b) Matheo got a new soccer ____________________ for his birthday!

4. Cent or Sent

a) “I would like to buy two 45 ____________________ stamps, please.”

b) Leo ____________________ me a postcard from Hawaii.

5. Hi or High

a) One of the events at track and field is the ____________________jump.

b) Jessica said “____________________” to Sophia as she entered the classroom.

6. Weak or Week

a) There is 7 days in a ____________________.

b) I am too ____________________ to get out of bed.

7. Flower or Flour

a) Rebecca was carrying a bouquet of ____________________s.

b) Bread is made from ____________________, water and yeast.

8. Hare or Hair

a) I do not like wash my ____________________ in the morning.


b) Unlike his/her cousin the rabbit, the ____________________ prefers twigs over carrots.

9. Road or Rode

a) Mrs. Tille’s homeroom ____________________ horses yesterday.

b) Meaghan helped the old woman cross the ____________________.

References

Ministère de l'Éducation, Gouvernement du Québec (2001). Québec Education Program (ISBN: 2-550-37958-6). Québec, CA.

Parkay, F.W., Stanford, B.H., Vaillancourt, J.P., Stephens, H.C., and Harris, J.R. (2012). Becoming a Teacher (4th Ed.). Toronto, Ontario: Pearson Prentice Hall.

Documents

Components of Effective Lesson Planning Bianca Ferreira ... · LEARNING OPPORTUNITY #1 2 TITLE: Hiding Homophones DATE: Thursday, May 11th, 2017 TIME: 2:15 p.m. to 2:45/2:55 p.m