Direct Instruction Lesson Plan Template

Teachers: Subject:
Aly Sherry English Language Arts Homophones
2nd Grade
Common Core State Standards:
Know and apply grade-level phonics and word analysis skills in decoding words. (2.RF.3)
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in
small and larger groups. (2.SL.1)
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and
editing. (2.W.5)
Recall information from experiences or gather information from provided sources to answer a question. (2.W.8)

Objective (Explicit):
SWBAT tell the difference between pairs of homophones
SWBAT write 1-2 sentences using homophones to tell a story
SWBAT collaborate in whole group discussion in order to form a short story
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Students will write their own short story (1-2 sentences) using 1-2 pairs of homophones.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT participate in whole class discussions
SWBAT recall experiences where they have seen words that sound the same, but mean different things
SWBAT read the anchor charts in the beginning of the activities

Key vocabulary: Materials:

Homophones Dear Deer by Gene Berretta
Definition Lined Paper
Pencils
Writing template
Homophone anchor chart
Homophone word bank
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Teacher will open by asking students if they have ever noticed that some words sound
the same, but have different meanings. Teacher will help lead a brief discussion of this
as students answer and provide words that sound the same but have different meanings.

Teacher Will: Student Will:

How will you model/explain/demonstrate all What will students be doing to actively capture and
Instructional

knowledge/skills required of the objective? process the new material?

What types of visuals will you use? How will students be engaged?
Input

How will you address misunderstandings or

common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
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 Is there enough detail in this section so that
another person could teach it?

Teacher will say: Students will respond to teacher prompted

Teacher will lead with introduction questions. questions from the introduction, volunteering
words that sound the same, but have different
Teacher will put up the homophone definition meanings.
anchor chart.

These words that sound the same but have

different meanings are called homophones. Students will listen to instructional content
Whats special about homophones is that they presented.
sound the same, but have different spelling as
well

Teacher will say:

We will be reading a book of homophones, but
there are some tricky words that we should Students will listen to directions
review before reading the book
The first word is dear. Where have you hear
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 this word before? Students will answer teacher prompted questions
Thats right! Deer is the name of an animal Possible response: In a letter, when you are writing
and dear is what you use to address someone to someone...
in a letter.

Teacher will continue to repeat this pattern
with each word on the poster.
Teacher will begin reading the book Dear
Deer by Gene Barretta on a powerpoint so
students are able to see the words visually.
Students will continue to respond to teacher
prompted questions and share their prior
experiences with each of these words.
Students will be ready to listen to the reading.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For students that struggle with reading, small groups could be given a list of the anchor chart
words and discuss with their group-mates how to say each word and what each word means
as we walk through the definitions as a whole class.
Teacher Will: Student Will:
How will you ensure that all students have multiple How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice? How will students be engaged?
How/when will you check for understanding? How will you elicit student-to-student interaction?
How will you provide guidance to all students as How are students practicing in ways that align to
they practice? independent practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
Teacher will ask: Do you remember how Students will raise their hands to be called on to
Guided Practice

homophones were used in the story? What volunteer their recollection of what happened in the
were some of the zoo animals doing? Dear Deer story.

Teacher will facilitate discussion

Teacher will put up the homophone word bank

chart

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Teacher will say:
You will be writing your own little story using
homophones. You will be writing one to two
sentences using one or two pairs of
homophones. Lets try making one together
using some of the homophones in our word
bank

Teacher will call on students to provide pairs of

homophones to create a sentence

Teacher will do two examples with the students

Students will listen to instruction.

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 Students will be work with the teacher and each
other to create a class example
Students will volunteer pairs of homophones to
use in the example.
Students will come up with a silly sentence using
the words that they chose.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Students who advanced may work in partner groups in order to produce an example story or
brainstorm a few different ideas.

Teacher Will: Student Will:

How will you plan to coach and correct during this
practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?
Teacher will say:
Now its your turn! Pick two pairs of
homophones and write your story! Write your
story on scratch paper for now. When you are
finished, raise your hand and I will come
around to take a look at your draft
Independent Practice
How will students independently practice the knowledge and
skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?
Students will pick two pairs of homophones (four
words) off of the word bank and use them in 1-2
sentences.
Students will raise their hands when they are done
writing their short stories

Teacher will revise drafts

(Drafts should be two sentences using two
pairs of homophones with correct spelling and
conventions.)

Teacher will pass out final draft paper Once his or her draft is checked and approved,
students will copy their revised writing to their final
Teacher will walk around the classroom and draft paper and draw a picture.
check on student progress

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
If another teacher is present, one may walk around to check student progress and approve rough
drafts while the other helps individual students (see below)
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
If needed, teacher can work with students one on one or in a small group to help them create their
own story.

Peer editing can also be utilized to help students with collaboration and communication.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
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 Why will students be engaged?

The teacher will compile all homophone stories into the classes very own Book of Homophones

Students should now understand that, even if words sound the same, they may have very different
meanings. Using context clues and prior knowledge, students should be able to figure out the meaning of
one particular homophone. Students should also have reinforced their writing skills and whole group
discussion skills.

Students should be engaged because the activity has an interesting book with a riddle-like feel to it, so
the students will be challenged the entire time to read along. Students also have an opportunity to create
their own writing, which provides a creative activity and an element of independence, causing them to be
invested in their work.

Teacher Evaluation:

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Student Examples:

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