Contractions Group Activity

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 3 Time: 8.45-9.45am Date: 16th May 2019 Students’ Prior Knowledge:
Learning Area: English  Students are familiar with the rules of Snap
 Students have had a lesson this week on the
Strand/Topic from the Australian Curriculum different uses of apostrophes including
contractions.
Know that word contractions are a feature of informal
language and that apostrophes of contraction are used to
signal missing letters (ACELA1480)
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understandin
thinking competence g
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

 Recognize a contraction and the matching word group e.g. shouldn’t  should not
 Form their own contractions from given words groups
 Understand that an apostrophe always takes the place of the omitted letters
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:
 Contraction Snap Cards  Highlight the matching cards to make it easier for
 Mini whiteboard students to visually recognise the pairs
 Whiteboard marker
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/
Time Motivation and Introduction:
References
8:45am - Miss Langer will work with the lower, middle and higher groups to focus on
contractions. We will play a variation of “SNAP” to practice using them.
- Prompt students prior knowledge of our literacy lesson on Monday focusing on

apostrophes.
- Remind them that a contraction combines two words and uses an apostrophe to
replace the letters – kind of like a short cut!
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1
- Using a whiteboard to document answers, say the following sentences, asking
students individually to tell you what word (contraction) could be used instead of the
word group:
“You should not do that” Whiteboard &
“I do not like that” Marker
“I cannot wait
“We will enjoy the show”
“She is very funny”
- Tell students that sometimes when we talk quickly or informally that we can leave
letters, sounds and sometimes whole words off so we use contractions instead.
8:50am - Explain the activity for this lesson.
Today we will play the game Snap with a twist.? In this lesson we will play SNAP
using Contraction cards and instead of snapping the same card, we will snap the
matching contraction!
Snap Cards
For example: If I put down the card that says, “You Are” and you put down the card
that says “You’re”, you can Snap it!
- RULES OF SNAP:
The set of cards will be split evenly between the 2-3 players and placed face
down.
 Each turn, students will place a card down in the middle creating a new pile.
If two matching cards (in this case, matching conjunction and word group) are
placed down the first person to snap the cards keeps them and adds them to their
pile.
The game ends when one player has all of the cards.
Lesson Closure:(Review lesson objectives with students)
- If by the end, particularly for the lower group, students are still confused, show them
the “Scratch Garden - Contractions” video downloaded from your laptop. It is a good
representation of how to use apostrophes to show a contraction.
- Quickly quiz students on their contraction knowledge by giving each student a ‘word
group’ and asking them to give the correct contraction e.g. should not, could not, you
are.
9:10am Transition: (What needs to happen prior to the next lesson?)
- Students move to the next rotation.
Assessment: (Were the lesson objectives met? How will these be judged?)
Using student checklist, take note of specific examples students give, focusing on their
understanding of where the apostrophe goes in the word and how to transform one
group of words to a contraction. These notes will be uploaded with the lesson plan and
reflection.

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Appendix 1

General Capabilities (that may potentially be covered in the lesson)

As a result of this lesson, students will be able to:

Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

- Prompt students prior knowledge of our literacy lesson on Monday focusing on

Lesson Steps (Lesson content, structure, strategies & Key Questions):

8:50am - Explain the activity for this lesson.

Lesson Closure:(Review lesson objectives with students)

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