English lesson plan · 4th grade (Year 5 in England) · 45 minutes
Homographs: same spelling, different meaning (wind, tear, bow)
Vocabulary
CCSS L.4.4.ACCSS L.4.5England: Y4 Vocabulary (homographs)England: Y5/6 Reading (word meanings)
Objective and success criteria
Students will: Homographs: same spelling, different meaning (wind, tear, bow).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Words with more than one meaning
Leads to: the next skill in this area.
Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Words with more than one meaning). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What does the word in brackets mean in THIS sentence? The judge will rule on the case tomorrow. (rule) (a strip for measuring lines / an instruction / reign over a country / make an official decision) → make an official decisionPrompt: Many words have more than one meaning.
- What does the word in brackets mean in THIS sentence? Can you match the socks into pairs? (match) (be equal to / a game between teams / find things that go together / a stick that makes fire) → find things that go togetherPrompt: Many words have more than one meaning.
- What does the word in brackets mean in THIS sentence? The bark of the oak tree was rough. (bark) (the sound a dog makes / to shout / the outer layer of a tree / a kind of boat) → the outer layer of a treePrompt: Many words have more than one meaning.
Hook · 5 min
- Show an interesting word in a sentence and ask what it might mean from the clues around it.
- Share the objective: Homographs: same spelling, different meaning (wind, tear, bow). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Use the sentence to decide. Can you lead the team onto the pitch? What does "lead" mean here?
- Step 1: Context tells you which meaning of a homograph is meant.
- Step 2: So the answer is: guide in front
- Answer: guide in front
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Use the sentence to decide. We live in a busy city. What does "live" mean here? (not recorded / have your home / full of energy / carrying electricity) → have your homePrompt: Homographs are spelt the same but have different meanings (and sometimes different sounds).
- Read the sentence and choose how the word is said. "My brothers had a row about the remote." (UK: an argument) Does "row" rhyme with "cow" or "go"? (go / cow) → cowPrompt: First work out what the word means in this sentence.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Use the sentence to decide. We live in a busy city. What does "live" mean here? (have your home / full of energy / not recorded / carrying electricity) → have your homePrompt: Homographs are spelt the same but have different meanings (and sometimes different sounds).
- Read the sentence and choose how the word is said. "Don't tear your coat on the fence." Does "tear" rhyme with "bear" or "deer"? (bear / deer) → bearPrompt: First work out what the word means in this sentence.
Watch out for
- Picking a "bigger" synonym that doesn't fit the meaning.
- Ignoring the clues in the rest of the sentence.
Support and stretch
Support
- Review first: Words with more than one meaning.
- Use concrete materials: word cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder