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1. Title: Making and Using Contractions
2. Context: This is a mini lesson about the creation and use of contractions.
The lesson will be presented to a fourth grade class who have written poems.
3. Objectives: SWBATD their ability to recognize and create contractions by
creating contractions from two words.
SWBATDTU of using contractions in
writing by using contractions in their own writing.
4. Benchmarks: This lesson is consistent with Oregon’s
writing standards.
5. Preparation and Materials– Prior to class, create letters on 8½ x 11 inch
construction paper that are commonly used in a few contractions. Students will
physically be spelling out words and then creating contractions. Here is a
contraction wordlist to use during the lesson. I will be paying close attention
to the highlighted contractions:
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X
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BE
|
WILL
|
WOULD
|
HAVE
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I
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I'm
I am
|
I'll
I will
|
I'd
I would
|
I've
I have
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|
you
|
you're
you are
|
you'll
you will
|
you'd
you would
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you've
you have
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|
he
|
he's
he is
|
he'll
he will
|
he'd
he would
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he's
he has
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|
she
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she's
she is
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she'll
she will
|
she'd
she would
|
she's
she has
|
|
it
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it's (or 'tis)
it is
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it'll
it will
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it'd
it would
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it's
it has
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we
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we're
we are
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we'll
we will
|
we'd
we would
|
we've
we have
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|
they
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they're
they are
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they'll
they will
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they'd
they would
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they've
they have
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6. Lesson Introduction/Set: (5
minutes)- Write the word “Apostrophe” on the board, and draw the symbol. Then
write the words “do not.” Ask the class if these two words can be written
differently, specifically as one word (don’t). Ask the class “What was changed?
Was something taken out and/or removed?”
7. Sharing Objectives: (1 minute)- “Today, we are going to have a short
refresher lesson on creating contractions and using them in a poem. Remember
the ‘About Me’ poems we made during the first week of school?”
8. Learning activities: (10 minutes)- Students will spell the words that will
be turned into contractions. Ask for volunteers equal to the number of letters
in a given pair of words that make a contraction, such as six students to spell
“you are.” Write the two words on the board that are being spelled out. Ask the
students to come to the front of the class and spell the words. After they have
configured themselves ask for a volunteer to turn the word into a contraction. Going
with the “you are” example, the student would ask the person holding the “a” to
return to their seat and the student would become the apostrophe. Repeat this
exercise a couple of times. Be sure to create the contractions “you’re,” “it’s,”
and “they’re.” These are commonly mistaken with other non-contraction forms.
9. Closure: (5 minutes)- Go over the difference between “your” and you’re,
along with “their,” “there” and :they’re.” Also write on the board a couple of
words that cannot be turned into contractions. Ask the students to look through
drafts, checking for places where they could make a contraction or change a
contraction back to its original two words.
10. Student Evaluation: Students understanding of contractions will be assessed
in their writing. Evidence of their understanding will be found in the revision
of their “About Me” poems.
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