August 12, 2015
by Linda F. McGrue

Lesson plan

Contraction Action

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Students will be able to identify and make different contractions.

(10 minutes)
  • Explain to the students that a contraction is a shortened form of two words.
  • Write the words "do not" on the board. Skip a space and explain to the students that you are going to change these two words into contractions.
  • Tell them to always keep the first word. Write it.
  • Now be sure they are watching as you show them how to change the second word to finish the contraction.
  • Bring attention to the apostrophe to show that you omitted, or left out, a letter.
  • Read the new word: don't.
  • Make more contractions using is, not, will, are, and have.
  • Point out that will not is the only time the first word will change when you change those words into contractions.
(10 minutes)
  • Pass around the contraction cards. Keep two words that make a contraction, e.g. "she" and "is."
  • Say to the students, "I have the words "she is." Who has the contraction for these words?
  • When the student who has the word is identified, give them your word cards so they can place them together.
  • Write on the board, "She's is a contraction for she is." Highlight the apostrophe.
  • Continue in the same manner at least three more times.
(10 minutes)
  • Give each student half a sentence strip and a piece of macaroni.
  • Write two words that can be made into contractions on the board.
  • Let them copy it down.
  • Together, change the words into a contraction. Remind the students to keep the first word and change the second word.
  • List the changes on the board where the students can see them: is becomes 's. not becomes n't, have becomes 've, are becomes 're, etc.
  • Tell students to use their macaroni as apostrophes.
(10 minutes)
  • Give the students another half piece of a sentence strip and a piece of macaroni.
  • Write two more words on the board that can be changed into a contraction.
  • Tell the students to use the list on the board and to change the words into contractions.
  • Enrichment: Let these students make more contractions and use each in a sentence. Ask them to write them down.
  • Support: Have struggling students match up different contraction word card pairs for extra practice.
(10 minutes)
  • Check students' sentence strips for accuracy.
  • Give assistance to those who may need it.
(5 minutes)
  • Let the students turn and talk to each other about what they learned.
  • Encourage them to use words like contraction, omit, and apostrophe.

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