Rock Branch Elementary School

Principal: Martica Dillon

Teacher: Kim Jordan
Grade Level: 3
rd

Subject: Spelling/ Writing
Lesson Title: Homophone
Lesson Plan #3 Reflection
Planning
For the preparation of this lesson, I met with Mrs. Jordan the week before and
discussed options. Mrs. Jordan conveyed that she would like me to teach a homophone
lesson. Her students spelling words for the following week were going to be commonly
used homophones. She said that they get homophones mixed up frequently during their
assignments and writings. I made sure that I had a thorough lesson plan and that all of the
materials were ready. I had all handouts, activities, and the PowerPoint organized in a way
that would flow and follow my procedures.
The homophone lesson that I created was crafted around the West Virginia CSOs.
The CSOs were assessed through the use of diagnostic, formative, and summative
assessments. Throughout this lesson, students participated in guided practice activities that
implemented ways to challenge the higher order and divergent thinking skills.
Implementation
This lesson included objectives, strategies, and assessments that were appropriate
for this age group. The students flowed well through the different portions of this activity.
The pace was lively and created a good climate among the students. Overall, the parts of
this lesson went well.
The students flowed well from the introduction portion of the lesson into the Match-
Up game. Before I distributed any material, I told students what they were expected to do
and how to set up the game. They were doing a great job synergizing in their groups.
However, data was apparent that this activity was going to take longer than I had
anticipated. The students were moving relatively at the same pace; however, I decided to
cut this activity short. There were about 22 pairs. The students all matched about 6-10 pairs
in 10 minutes. Next time, I will limit the amount of homophone pairs I place in the bags.
After the introduction activity, students moved directly into the body of the lesson.
My distribution of materials for the Write the Right Homophone Game went well. The
students wanted to start grabbing the flags to claim them as theirs. However, I told the
students that where ever I place the item, I want it to stay. They werent very fond of this
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idea, until they discovered that it would allow them to all get a turn. The students were
already siting in their groups of four. They did a great job synergizing and following
directions and procedures.
The conclusion and summary implantation of this lesson followed what was originally
planned. My plans for student grouping provided an orderly flow. I instructed the students
to get with a partner at their table. This illuminated any chances for disagreement or
disorganization.
Clarity of Presentation
Throughout the lesson, my voice was appropriate and engaging. I used Standard
English Language and had a clear pronunciation with a reasonable level of volume. My
means of expression were appropriate for this age group and activity. I called students by
name. I asked a variety of questions, including yes/no, short answer, comparison and
analysis, and opinion and judgment.
I made sure that every student could hear and see me throughout this lesson. I made
a point to walk around the room and did not remain in one spot. I walked around and talked
to individual students and groups throughout the lesson. I also made sure that my materials
and examples were clear and helpful.
Attention to Individual Differences
When constructing this lesson, I made sure that my choices of strategies and
activities accommodated individual differences and learning styles. My lesson included a
variety of visual, oral, auditory, and kinesthetic means of delivery and engagement with the
material. This lesson had a warm and interesting appeal through the use of the electronic
posters and the PowerPoint that met the needs of students with communication
differences.
This lesson met the needs of students with attention and motivational differences. I
made a point to make this lesson motivating because Mrs. Jordan expressed to me that her
students were not very motivated during her spelling and writing activities. It included
multiple activities that provided students with an opportunity for collaboration. The
students collaborated with me during discussions. They also collaborated with one another
during the Match- Up Game. The Write the Right Homophone Game was very motivating to
the students. They were competing with other groups in the classroom to be the first team
to choose the correct homophone. They thought that the winning team was going to
receive Smarties, however since it was my last day, every student received some Smarties.
For students with ability and learning differences, I altered the lesson and activities to
meet their needs as well. I read every sentence on the Write the Right Homophone Game and
the choices of answers. I also aided students who were struggling with the completion of
this lesson. I helped them by read or spell words that they were trying to say. I also limited
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the amount of sentences to be written. I also allowed extra time and individual instruction
to those students who were having difficulty with the activities.
Throughout the lesson, I reinforced behavior by reflecting to the 7 Habits. The
students were told to synergize while they played the Match-Up Game and the Write the
Right Homophone Game. I used groups that were explicating good behavior and
collaboration skills to reinforce undesirable behavior. I also told students to think win-win
while they were working on the Pair of Pears activity. The pairs were directed to collaborate
and agree on which homophone pair to demonstrate. They were also directed to seek first
to understand, then to be understood as they took turn listening and sharing ideas with their
partner.
Focus on Relationships and Student Responses
Students were very attentive and enthusiastic during this homophone activity. They
responded positively and quickly to my teaching, questioning, and directions. This lesson
provided opportunities for the students to work collaboratively.
During the Match-Up Game, students worked with their table members. I enjoyed
observing their collaboration. They did a great job synergizing and thinking win-win to allow
every member to get a turn. All of the tables created organized ways to keep track of who
goes when. They also collaborated well during the PowerPoint. They included every
member in the discussion and took turns speaking and listening.
They were especially attentive during the Match-Up Game and the Write the Right
Homophone Game. In between questions during the PowerPoint, students would get
excited and want to talk to one another. I told them that they had to be quiet so that every
team had the same opportunity to hear the answer and know when it is time to play. They
began to sit quietly and anticipated the next question.
During the Pair of Pears activity, students also collaborated with their partners well.
There were only a few pairs that had trouble agreeing on which homophone they wanted to
demonstrate. When students finished this activity, a few shared their pears with the class.
The students sat quietly and listened to their classmates while they presented their pears.
Planning and Implementing Higher Order Thinking
There were many activities in this lesson that implemented higher order thinking
skills. The first activity provided students with a chance to practice classifying what they had
just learned. The students had to match pairs of homophones. This activity allowed the
students to relate their learning to the context of their current lives. Their spelling words for
this week include homophones.
During the second activity, students were provided with the opportunity to apply
what they have been learning. The students had to choose the correct homophone for a
sentence. For example, Is this your/youre dog? The third activity, Pair of Pears, was also
an opportunity to apply what they have been learning.
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Assessment
My lesson implemented a variety of assessment measures. The assessments were
implemented form the beginning of the lesson to the closure. During the introduction
portion of my lesson, students prior knowledge was assessed. They answered numerous
questions in a class discussion that pertained to what they should already know about
homophones. They expressed that they knew what homophones are, how they are used,
and why it is important that we know how to use them. They also presented that they knew
which words were homophone pairs.
After the introduction activity, I observed the students as they participated in the
Write the Right Homophone Game. I used this activity as a means of formative assessment. I
observed that they students were selecting the correct homophone for the provided
sentence. After the first group showed their answer, I asked the class as a whole if they all
agreed. I also had the other teams show their answers. For a means of summative
assessment, I observed students as they worked with a partner during the Pairs of Pears
activity. I also took up every students worksheet. I recorded my observations on a rubric.
According to the data collect, my lesson was effective. Students demonstrated that
they met the WV CSOs throughout this lesson. The students conveyed that they can
effectively collaborate during a group or partnered activity. They build on others ideas and
express their own clearly. They can also follow agree-upon rules for discussion, such as listen
to others and speak one at a time. They also provided data that demonstrates that they can
command the conventions of Standard English capitalization, punctuation, and spelling
when writing. The students demonstrated that they can use homophones properly.