I begin the lesson by explaining to my students that today we will be studying the homonyms "to, too, and two" (I write the words on the board). I tell them that homonyms are words that sound the same, but have different spellings and meanings. I explain to them that "two" is the number 2 (I write it on the board), "too" means "also" or "more than enough," and "to" often means "toward." I ask them to take a minute to write one sentence using "to," 'too," and "two" correctly.
Next, we have a study bee. I show one of the words "to," "too," or "two" on the SmartBoard (see attached resource) and I have students to line up across the front of the room like for a spelling bee. When I show one of the words, students take turns saying a sentence using the word shown correctly. The last student standing is the winner.
As independent practice, I have students write a short narrative using and underlining the words "to," "too," and "two." (See writing prompt on attached Powerpoint presentation.) (Also, see attached student writing rubric.) Narrative writing is a focus of CCSS aligned lessons. Narrative writing enables my scholars to enhance their knowledge and skills relative to character development and analysis, theme, setting, and plot. By composing their own original narratives, they are using what they have learned from reading a variety of narratives and improving their creative thinking and creative writing skills.
We close the lesson with students sharing the narratives they wrote by reading them aloud. This allows them to practice reading, writing, listening, and speaking skills in a balanced literacy approach.