activity homophones

8/8/2019 Activity Homophones

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Activity: HORRIDHOMOPHONES

Author: Jerry Smith, Soroco Junior

High School, Oak Creek, CO


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HORRID HOMOPHONES

GRADE LEVEL: This activity is appropriate for any sixth

toeighth grade language arts class.

OVERVIEW: When writing, students at the junior high leveloften confuse and misuse words that sound alike but havedifferent meanings.


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Words pairs such as: your-you're, whose-who's,there-their, and past-passed, where mistakes arenot evident in speech but are only too evident in

writing!

This activity is designed to remind students ofthe specific meanings and correct usage of someof these often confused words.


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PURPOSE: This activity forces students to think about thespecific definitions of commonly misused words and to usethem correctly in sentences.

OBJECTIVE(s): Students will do the following:

1. Learn the correct definitions for a predetermined list ofcommonly misused homophones.2. Use each of the words on the list correctly in a

sentence.3. Recognize that writing words that sound alike requires

the writer to be careful and more specific than when

speaking.


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RESOURCES: The teacher will need a list of words thathavehomophones and are often misused by students in their

A list of homophones that might be used.

Dictionaries should also be available to the students for theculminating activity.

Plenty of chalk and erasers will be needed.

Students will need paper and pencils.


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Activities

1. The teacher will divide the class into groups of about tenstudents per group.

2. One student from each group will go to the chalkboard and theteacher will pronounce one word that has a homonym.

3. Each student at the board will then write a sentence thatcontains both forms of the word used correctly in the samesentence. For example, if the teacher pronounced the word"threw" or "through," the student might write a sentence such

as the following: "I threw the rock through the window."


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4. The teacher should act as scorekeeper and give points toeach team for each correct sentence as the activityproceeds.

5. The students at the chalkboard should be replaced by newstudents after each homophone pair is used until everystudent has had a chance to write a sentence at thechalkboard.

6. The team with the most points is declared the winner.


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Culminating Activities

1. The teacher should end the game by discussing with thestudents the ways that the writer has tobe more specific

than the speaker.

2. This discussion can include the reasons for good spelling,punctuation, grammar, etc.!


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3. The teacher might ask the students if they have recentlyseen any examples of homophones used incorrectly.

2. 4. There are several things that the teacher can use asa concluding assignment. The teacher might ask eachgroup to list as many homophones as they can in a shortperiod of time. Also, each group might be given a list ofwords that have homophones and be asked to find thehomophone for each.


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Link http://www.eduref.org/cgi-

bin/printlessons.cgi/Virtual/Lessons/Language

_Arts/Writing/WCP0016.html
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