﻿Hello, I'm Mr. Marsh, and welcome to this lesson about spelling. Now before we begin, let me tell you why I love spelling. I love spelling because I love finding out about the different meanings of words, and I love finding out about how words became part of our language, all things that we do in spelling. But we all know that spelling is important. Let me tell you a little story that happened to me the other day that shows why spelling is important. I was walking to school, and on the road, I saw the letters S-O-T-P. And I wondered to myself, what could that possibly mean, S-O-T-P? But then it dawned on me. They'd meant to written stop on the road. Now can you imagine if there was a car coming up to that sign, would they know whether to stop? Wouldn't they? That just shows how important that spelling is. Now I'll be honest with you, I make spelling mistakes. So that's why it's really important to learn our spellings and practise our spellings. Okay, let's begin today's lesson. You'll need a pen and paper, and you'll need your brains for thinking. Okay, when you're ready, let's begin. So in today's lesson, we're going to investigate homophones. Now quick look at the agenda for our spelling lesson. So we're going to look at some key vocabulary that's going to, we're going to need to know during this lesson. Then we're going to remind ourselves, have a quick look at what a homophone is. And then at the end of the lesson, we're going to set some spelling words. Okay, so if you haven't already, make sure you've got some pen or a pencil, make sure you got some paper or an exercise book, and don't forget your brain, okay? Great. Great, so some key vocabulary that you're going to need for later on in the lesson. Now I'm going to show you some definitions of a verb, a noun, and an adjective. Once I've set the definitions, I want you to repeat those definitions back to me. So a verb, a verb is a doing or a being word. Your turn. A noun, a noun is a person, place, or thing. Your turn. And an adjective, an adjective is a describing word. Okay, so a verb is a doing or being word, a noun it's a person, place, or thing, or an adjective is a describing word. Now let's see how well you can remember those definitions. So what is a doing or a being word? Yes, a verb. A person, place, or thing? Correct, a noun. And a describing word? Yes, an adjective. Okay, remember those definitions because we're going to need those later on in our spelling lesson. So what is a homophone? Now here are two words. I'll say them, and I'd like you to repeat them back to me. Brake and break. Your turn. What do you notice about those words, brake and break? They sound the same, don't they? But what do you notice about their spellings? This word brake is spelled B-R-A-K-E. And this word break is spelled B-R-E-A-K. So they sound the same, but they're spelled differently. Now let me show you some pictures. This spelling of the word brake means as in a brakes on your bike or the brake in your car. And this spelling of the word break means as in you might take a break, you might go on holiday, or you might have a break from your lessons with break time, or you might break an object. So a homophone is two or more words that sound the same, but they are spelled differently and have a different meaning. So here are some more pairs of words. Now I want you to think true or false. Are these pairs of words homophones? Now remember, homophones are two or more words that sound the same but are spelled differently and have a different meaning. Now I'm going to say the pairs of words to you. Once I've finished, I want you to pause the video, say the words back, and think where they are homophones. Okay. New and knew. Write and right. Few and true. Now pause the video and think, are these pairs of words homophones? Okay, how did you get on? So our first pair of words were new and knew. Now they sound the same, they're spelled differently, and they have different meanings. So a new thing is something that is brand-new, but something that I knew is some thought that I had. Okay. Write and right. Now they sound the same, they're spelled differently, and they have different meanings. I write in my book, but I do something right, or I do it correctly, or I might turn right. Now the next two that we had were few and true. Now you could hear at the start of that word, they don't sound the same. We had the f sound and the t sound. So few and true. Those two words rhyme, but they are not homophones because they do not sound the same. Okay. So here's the challenge for you. I'm going to show you two definitions, and I want you to tell me which one is the correct definition of a homophone. So option one, a homophone is a group of letters at the end of the word that changes its meaning. Or option two, homophone is two or more words that sound the same but have a different meaning and spelling. Now I'd like you to pause the video. Read those definitions back, and tell me which you think is the correct definition of a homophone, okay? Go. Okay, how did you get on? Well, the correct definition of a homophone is two or more words that sound the same but have a different meaning and spelling. So here are two more sets of homophones, two more pairs of homophones, berry and bury, and bawl and ball. Now I want you to pause the video, and I want you to match the correct spelling of these homophones to the pictures around the outside. Okay, off you go. Great, let's see how you got on. So B-E-R-R-Y, as in berry, as in raspberry or fruits, is that one. And then B-U-R-Y as in bury a bone. So like this dog is doing. It's burying a bone. Now B-A-W-L is as in bawl as in cry, so cry a lot. So you can see that boy there, he's really upset, so he's bawling his eyes out. And then B-A, double-L, as in like football, tennis ball, so that we use in sports. Okay, great. So this time, I've been a bit sneaky and I've left out some of the key words on our definition of homophones. So see if you can fill in the gaps in our definition. Two or more words that, the same but have a different, and. So pause the video. Can you fill in the gaps for our definition? Okay, let's see how you got on. Two or more words that sound the same but have a different meaning and spelling. Okay, brilliant. I think we really have a good understanding of what homophones are now. So here are another pair of homophones, meet and meat. Now here are two sentences. And I want you to try and put the correct spelling of meet into each of these sentences. We are going to meet at the park. He bought some meat at the butcher. Okay? Pause the video now. Okay, great, how did you get on? We are going to meet, so M, double-E, T at the park. And he bought some meat, M-E-A-T at the butcher. Now earlier in the lesson, we looked at that key vocabulary for definitions of a noun, a verb, and an adjective. So let's just have a look at these different homophones and their relative word class. So we are going to meet at the park. Well, that's something you're going to do, isn't it? And we remember a verb is a doing or a being word, So M-E-E-T is a verb. And he bought some meat at the butcher. Well, meat is a thing. And remember, noun is a person, place, or thing. So M-E-A-T, meat, is a noun. Now what I want to show you by this is that homophones can be different word classes. Okay, let's look at another couple of examples. We have bare and bear. Your turn. Okay, so again, here are two sentences. I would like you to try and put the homophone and the correct spelling of the homophone in these sentences. He likes to walk on the beach in bare feet. And be careful not to attract the bear. Okay, pause the video now. Okay, great, let's see how you got on. So he likes to walk on the beach in bare feet is B-A-R-E. And be careful not to attract the bear, B-E-A-R. So have a quick look at the word class of these different spellings of the homophone bare. So B-A-R-E. Well, our clue there is that feet is a noun. It's a thing. So what describes that noun, what describes the feet is an adjective, so B-A-R-E is an adjective. Now be careful not to attract the bear, or bear, is a noun. It's a thing. So we know that bear is a noun. Now another pair of homophones is practise. So we have practise and practise. The only difference in the spelling of these two is a C and an S. Practise with a C is a noun. It's a person, place, or thing. But practise with an S is a verb. It's a doing or a being word. So here's another sentence for you. Time to practise our spelling. I want you to think whether that's a noun, a person, place, or thing, or is it something you are doing? So time to practise our spelling. Pause the video and have a think now. Okay, how did you get on? Well, time to practise is something we're doing, isn't it? We're practising our spelling. So practise here is spelled with an S 'cause it's a verb. It's a doing or a being word. Okay, let's have a go another one. She visited the dental practise. Now think, the dental practise, is that going to be a noun? Is that going to be a person, place, or thing? Or is that going to be something you're doing or being? Okay, pause the video now and have a think. Okay, let's see how you got on. Well, she visited the dental practise. Well, the dental practise is a building. It's a thing, isn't it? So it's a noun. So it's a person, place, or thing. So practise, as here, is spelled with a C, so P-R-A-C-T-I-C-E. Okay, so we're going to set our spelling words for this lesson. So I'm going to say our spelling words, and I would like you to repeat them after me. Allowed, aloud. Your turn. Descent, dissent. Your turn. Heard, herd. Your turn. Draught, draught. Your turn. Stationery, stationary. Your turn. Okay, you might be saying, Mr. Marsh, I don't understand some of the meaning of those words. Well, don't worry. We're going to go through each and every one of them, so that by the end of this lesson, you really understand their meaning. What I want you to make sure you do, I would like you to make sure you've got a pen and paper ready to go. And when we go through the spellings, I want you to carefully copy those spellings down, okay. So our first pair of words are allowed and aloud. Now allowed, A, double-L, O-W-E-D is a past-tense verb. It means I'm allowed. I'm allowed to do something. So I'm allowed to go to the park. Now the other homophone, aloud, A-L-O-U-D, well, actually, there's a clue in that word and why I've underlined loud. So I'm doing it now. I'm speaking aloud, something you can hear, something that's audible, so aloud. Okay, pause the video now and copy those words carefully down for down me. Okay, go. Great, now what I'm going to want you to do now, here are two images. There's a man with a megaphone, and there is someone showing thumb up. I want you to try and match the correct spelling of the homophone allowed to each of these images. Okay, pause the video now. Great, how did you get on? So the man with the megaphone, he's doing something out loud, isn't he? Okay, loud, so you got clue of loud in the word. So he's saying something aloud. And then thumbs up means I can do it, so I'm allowed to do something. Okay, our next pair of homophones, descent and dissent. So descent, D-E-S-C-E-N-T means to go down. So a climber might descend a mountain. Or you might go down your stairs, so you might descend your stairs. And D-I-S-S-E-N-T, so dissent, means to show your opposition to someone. So someone might show their dissent towards the government. They might not agree with something the government is saying, or they might not agree with what someone else is saying, so they might show their dissent towards them. Okay, I want you to pause the video and carefully copy down our second pair of homophones. Okay, off you go. Okay, great. So here are two images. There's a toddler walking down some stairs and a man holding up his sign. So can you pause the video and try and match the correct spelling of descent to these images? Off you go. Okay, how did you get on? So the toddler is descending the stairs. They're going down, so it's D-E-S-C-E-N-T. And the man there is showing his opposition to someone or something, so we've got dissent, D-I, double-S, E-N-T. Okay, our next pair of homophones are heard and herd. So there's a clue in the first spelling of the word, heard, 'cause it's got ear. So I heard, another past-tense of I heard something. So you heard something was going on, or I heard a noise. Now H-E-R-D as in a herd of cattle or like a herd of elephants. Okay, pause the video. Carefully copy down that pair of homophones for me. Okay, brilliant. So here are two images again. We've got heard and herd. Can you match the correct spelling of the homophones to these images? Pause the video for me now. Right, how did you get on? So heard, you can hear. What's the man doing? He's listening. You've got ear in heard. So the correct spelling, H-E-A-R-D. And there, we've got a herd of cattle in a field, so H-E-R-D. Our fourth pair of homophones, draught and draught. So we've got draught, D-R-A-F-T. Well, draught, if you remember, you might have done it in school. You might have done like a plan. It's not your final thing. A draught is like a little sketch to get an idea of what you might do. So people do a draught when they're trying to kind of like map out what they're thinking of doing. And then the other spelling of the draught, D-R-A-U-G-H-T, well, that's as in like a breeze. So you might get a draught come in through a window, or blow the curtains open, or a draught might come in through the door. Okay, pause the video, and I would like you to write down the correct spellings very carefully for me. Okay, so again, two images. You've got some curtains, and a window, and the wind coming through, and then we've got a man doing a little sketch on some paper. So can you match the correct spelling of the homophone draught to these images? Pause the video now. Okay, great, let's see how you got on. So draught, as in the wind is coming through the window, D-R-A-U-G-H-T, and draught, as in the man sketching, D-R-A-F-T is there. Okay, our final pair of homophones are stationery and stationary. Now you can see that both of these contain the word station. You've got, that tion suffix. And we'll look at that suffix at some other point in one of our spelling lessons. The only difference in spelling is that stationery with an E, well, stationery with an E refers to stationery. So like my pen. My pen is stationery. Stuff in your pencil case is stationery. Now stationary with an A is when we talk about something being still, so stood still. So you might be stationary waiting at the traffic lights, or a car might be stationary waiting at the traffic lights, or a train might be stationary in a platform. So what I want you to do now, again, pause the video and carefully copy down the correct spelling of the word stationery. Okay, so here are two images. Can you match the correct spelling of stationery to each of these images? Pause the video now. Okay, great, how did we get on? So we had stationary with an A, remember, is when cars or something has stood still. So here's a traffic jam, and our cars are stationary in that traffic jam 'cause they're not moving. And stationery, so things like your pencil case, your pens, is spelled with an E. So well done, and congratulations. You've completed your lesson on spelling. I hope you enjoyed it. Don't forget between now and our next lesson, it would be great if you could do a little bit of spelling practise, all those words you've written down carefully, so you can do that for me. Okay, goodbye.

In this lesson, we will establish what a homophone is and explore some of the types of word class homophones can be. Ten spelling words will be explained and set to learn.

English Spelling

Y6 English Spelling

Key Stage 2

Year 6

To investigate homophones

Homophones

Spelling

THEME

UNIT

To practise and apply knowledge of homophones, including test

English

Y6 English

Sherlock Holmes - Mixed outcomes

Writing

To build knowledge of the historical context of the narrative

To explore simple and compound sentences

To generate descriptive vocabulary

To develop a rich understanding of words associated with cities

To develop our knowledge of compound and complex sentences

To write a setting description (Part 1)

To plan a setting description

To write a setting description (Part 2)

To develop understanding of the key characters

To investigate suffixes: Past and present

To explore complex sentences

To write a character description

To develop a rich understanding of words associated with looking or seeing

To explore punctuating speech

To practise and apply knowledge of suffixes: Past and present, including test

To develop our understanding of punctuating speech

To edit

To write a narrative (free write)

To identify the features of a persuasive letter

To investigate suffixes: -er and -est comparative and superlative

To develop our understanding of the context for a persuasive letter

To explore relative clauses

To develop a rich understanding of words associated with sadness and anger

To practise persuasive techniques

To practise and apply knowledge of suffixes: -er and -est comparative and superlative, including test

To write the opening of a persuasive letter

To plan the main body of a persuasive letter

To write the main body of a persuasive letter

Lesson overview:To investigate homophones

Core Content

Homophones: