Purpose: This activity is designed to teach students about homonyms and homophones by
means of cooperative learning. Though it is intended for intermediate-grade
students, it could easily be adapted to higher grade levels.
Background
:
Homophones are words that are pronounced the same but differ in meaning and
origin. They may also differ in spelling. The word homonym is sometimes thought
of as a
synonym for homophone. However, most teachers, writers,
and wordsmiths like to
differentiate between the two,
using homonym to refer only to words with the
same sound and the same
spelling, but with different meanings, such as bear (the animal) and bear
(carry). Though some prefer that the word homophone be used only for
words with the
same sound, but with different spellings and different
meanings, such as bear (the animal) and bare (unclothed), others consider
homonyms to be a subset of homophones. For the purpose of this lesson, assume
this latter interpretation:
All homonyms are homophones because they sound the same,
but not all
homophones are homonyms because homonyms have the same spelling, and some
homophones do not.
To confuse matters
further, the word homograph is used to refer to words with the same spelling
but different pronunciations and different meanings, such as polish
(shine) and Polish (the language).
For the sake of simplicity, homographs are
not included in the lesson though the teacher may wish to differentiate them
from homonyms and homophones in the lesson introduction.
Objectives
:
1) Students will be able to define the words homophone and homonym and
differentiate between them.
2) Students will be able to define the word homonym and give examples of
common homonyms.
3) Students will create a homonym
and homophone list that includes at least 25 pairs of words and their definitions.
3) Students will write a paragraph
that includes at least six of the words in their homonym/homophone dictionary.
Time Requirements
:
At least two hours (two one-hour class periods is ideal)
Lesson Introduction
:
Tell the following joke: A Shetland Pony walked into a McDonalds and waited
in line to place his order. When his turn finally came, he said (in a soft,
raspy voice), "I'll have a Hamburger Happy Meal with a Coke, please." The
woman behind the counter frowned and replied, "Sir, you'll have to speak up.
I can't hear you." The pony looked at her and repeated (in the same soft,
raspy voice), "I'll have a Hamburger Happy Meal with a Coke, please." The
woman frowned again and looked rather aggravated. She said sharply, "Sir, I
still can't hear you. There are lots of people waiting in line. You'll have
to speak up or leave the restaurant." The pony smiled understandingly and
replied (in the same soft, raspy voice), "I'm sorry. You've got to excuse
me. I'm just a little hoarse."
After the students stop laughing,
ask why this joke is funny. Then ask if anyone knows what we call two words
that sound the same but have different meanings. After whatever discussion
these questions generate, define the word homophone and write it on the board.
Then write the word homonym, and ask if anyone knows the difference between the
two. If no student knows, explain the difference and give examples of each. To
clarify, make sure students understand that
all homonyms are homophones because they sound
the same, but not all homophones are homonyms.
Ask students for examples of homonyms and homophones.
Write at least five of each on the board, correcting any confusion.
Cooperative Learning Activity
: Place students in groups of three or four. It is suggested that students
be placed in mixed-ability groups (having one higher-ability student, two
middle-ability students, and one lower-ability student). Explain to the groups
that they are to use a dictionary to create a list of
at least 25 pairs
or sets of homophones including the words already listed on the board
(adjust the number up or down depending on time constraints). They then must
define each word and use it correctly in a sentence. Once the lists, definitions,
and sentences are complete, each group will write a paragraph correctly using
at least six of the words from their list. Suggest to the students that they
should attempt to make the paragraphs funny by using the homonyms to create
sentences with double meanings (such as in the little horse joke).
Closure
: Ask which groups would like to read their paragraphs to the class. Call
on several groups (depending on the time available) to read their paragraphs.
Teachers' Resources
: Homonym Worksheet,
Synonyms, Antonyms, Homonyms,
and Homographs
(another worksheet),
and
A Feast of
Homonyms
(an online game). For a comprehensive homonym
list, see
Homophones: the Internet's only complete
homophone list.
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