A Tail of the Night
and the Made
A
homophone WebQuest for 4th Grade Literature
Designed by
B.
Frame and K. Hannula
= 
?
Overview
| Introduction | Task | Process | Evaluation | Conclusion | Credits
Overview (for teachers)
The
lesson is designed for the 4th Grade with the object of
understanding homophones.
ELA4C1-this
fulfills Georgia
Performance Standard under conventions part G which says, “spells most
commonly used homophones correctly (there, they’re, their, two, too, to).
Hi Word Experts! Today I
need your help identifying homophones. Homophones surround us everyday and we
need to know how to identify them when they look us straight in the eye. A
homophone is; “One of two or more words, such as night and knight, that
are pronounced the same but differ in meaning, origin, and sometimes spelling.”
You are to perfect my story, The Night
and the Made, which is full of homophone mistakes. You’ll be looking for
words such as; sun and son, which sound the same but,
have different meanings. Here’s the story for you to perfect. To know your
instructions, refer to your Task and Process,
The Night and the Made 
Once
upon a thyme their
was a made
and her name was Lady Catherine. She was beautiful with a brayed in her long silky hair. Her cent was that of a rows. She enjoyed
activities of a lady such as long walks by the creak and every once in a while, picking
a wild flour and
some buries.
They’re
was also a farmer who was the most
loyal subject of Lady Catherine’s household. His name was Walter Brown, but he
was most often referred two
as farmer Brown. He
would hurry to action if ever a cow mood or
the whether
hurt the valued crop of maize.
The
night was the manliest man in the entire
kingdom (you will like this part boys). His name was Sir Richard. He would sale the ocean and climb the peeks at any disturbance of the kingdom
(wouldn’t you like to do those things?). He was a man of integrity; he always
strived to do the write thing. He had a loyal hoarse named Shadowfax
with beautiful white main;
who would gallop threw wind
and reign. (Of
coarse,
He was in love with Lady Catherine).
One
day lady Catherine was not feeling well and she just sat by the creak in a days. Then the wind blue and whaled, the dear in the forest ran. The clouds
started out hi but
then they began to wait
down on the lady in a black fog. She knew that she must chews too be brave and flea from the storm. Then she herd the reign coming down and it fell so hard
that she could not see witch direction
to run or wear
to turn. She began to ball
and grown in
her distress and her cheeks drained of there rich color to a pail white. Without fail the farmer
rushed to save the cows and every colonel
of corn. However
this mint that he was not thinking of the
endangered Lady.
Then
came the famed our of
the night. Secretly
the Lady was depending on hymn to
save her, four he
was her only hope. She began to prey.
In a matter of moments she herd a
sound and she new
it was Sir Richard! He
could not sea her
in the dense storm but he could since
her presence. Shadowfax ran steadfast. The strong night swept Lady Catherine out of the
storm safely to her home. (By the whey, they lived happily ever after.)
I need your help identifying misspelled words
throughout my story. But these misspelled words are only misspelled because of
the context that they’re in. The end result of finding and fixing the misspelled
homophones will be a perfect paragraph that will be easily understood. You’ll
be working with a partner and each of you will be assigned a different job for
this quest as you dive through the dictionary. To complete this assignment use
the internet homophone links below. You must not forget that you are the Word
Experts that mastering this task requires!
Together
you will read through the story seen in the introduction to this quest. Then
each of you will define each form of the homophones in the story. For instance,
if you see the word Kernel one of you Word Experts will need to look up in the
dictionary the word Kernel and the other Word Expert needs to look up the
alternative, Colonel. Then write out on lined paper what the dictionary definition
is for each of these terms. Together you need to decide which definition best
fits in with my story. The words you are looking for will be waiting for you in
bold type. When you think you have the right word mastered, re-type the
paragraph with the correct spelling of the word.
1.
First
you'll be assigned to a team of 2 students
2.
Once
you've read the story together start searching for homophones (this should take
5 min.)
3.
Go
back through the story and identify the words in bold face type (this should
take 5 min.)
4.
Go
to given links to find the alternative spellings to the bold face homophones
(this should take up to 5 min.)
5.
Then
search through the dictionary on-line and define those bold type words (20) if you
don’t finish within this given time move on…
6.
Choose
the word whose definition best fits with the story line (4 min.)
7.
Then
list by typing correct homophones that should have been used in the The Night and the Made (this should take
about 10 min.)
8.
Finally,
you must email the correct words to your teacher before the bell rings at
9.
Have
Fun with this TAIL!!!
I
advise all students to organize the bold type words in alphabetical order so
the search will go quicker while finding the definitions on-line.
|
These
internet links will show several homophones
side by side. All the correct homophones
that are needed for the story will be in these on-line lists. http://www.bifroest.demon.co.uk/misc/homophones-list.html http://www.marlodge.supanet.com/wordlist/homophon.html |
Everyone should use their best effort because they will be
graded for several aspects of this assignment. Every student will be graded for
their participation, thoroughness in searching the internet sites provided, in
typing the correct definitions written for the words found, for correcting
homophones chosen to go in the story, and emailing the finished project to the
teacher on time. Each student will be graded individually; the group will not
receive a corporate grade. There will be points given for every correct
definition of each homophone, and there will be points given for each correct
homophone used in the story. This assignment is worth 25 points, so in order to
receive an ‘A+’ your score would be 25 points.
|
|
Should have tried harder (0-2 pts.) |
Missing some steps (3 pts.) |
Good effort (4 pts.) |
Great Job! (5 pts.) |
Score |
|
Group Participation |
Not involved, didn’t
help partner OR didn’t fulfill task |
Let partner do majority
of the work |
Fulfilled assignment
but could have had more interaction with partner |
Completed assignment
with partner interaction and maintained a good attitude |
|
|
Thorough Internet
Searches |
Didn’t bother to go
on-line at all. |
Skimmed site, only
looked up some words |
Looked at all sites but
missed some key words in them |
Looked up and presented
all homophones correctly |
|
|
Correct Definitions for
Homophones |
Guessed definitions for
homophones |
Hurried through or
missing some definitions |
Looked up all words but
did not neatly present definitions OR definitions lacked thoroughness |
Organized and thorough
definitions |
|
|
Finish Project Emailed
to Teacher On Time |
Didn’t turn in finished
project OR project was more than a day late |
Emailed late on due
date |
Finished project
emailed on time but step was missing |
Emailed complete
assignment on time |
|
Conclusion
By the end of this
project you will know what a homophone is, and you will be able to explain what
some homophones are. You should also recognize the correct spelling in its
context. You will know how to work efficiently with a partner, know not waist
time, and keep your minds on the task at hand.
Would
the project have worked if you didn’t communicate clearly with your partner?
Can you think of a way that your team could
have saved time?
Do
you use homophones in your everyday speech?
What can
you learn about spelling and writing from correcting the story?
Credits & References
The
graphics were provided by two different links on the internet. They are the
graphics of the sun and the little boy (son) that are at the top of the page.
I’d like to take this time to say thank you to Beverly Frame and Kelly Hannula
for putting their brains and childish learning styles together to form this
incredible in class activity. The story was thoughtful and intriguing. I’d like
to thank Mr. Webster for providing clear definitions to each homophone that was
used in the story. I’d also like to thank Wade Tapp for giving great hyperlink
technique instruction.
The American Heritage® Dictionary of the English Language:
Fourth Edition. 2000 was
used for the legal definition of the word “Homophone.”
The following sites were
used:
http://www.1clipart.com/browse.php?p=people|children
http://www.1clipart.com/browse.php?p=space|planets|sun