Lesson plan

Hunting for Contractions

Some people hunt animals, while some hunt for treasure. We are going on a contraction hunt! Use this lesson to teach your students to find words in context that can form contractions.
Grade Subject View aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

Students will be able to identify and use contractions in context.

(3 minutes)
  • Prompt students to think about the commercial for the Frosted Flakes cereal and what Tony the Tiger says.
  • Accept student answers and record the slogan on the board: They’re Grrreat!
  • Display other slogans for famous companies and ask students what each of the slogans have in common in terms of grammar. For example, “I’m lovin’ it” (McDonald’s), “Maybe She’s Born with It” (Maybelline), and “Because You’re Worth It” (L’Oreal).
  • Point out that each of these slogans contains a contraction with an apostrophe.
(13 minutes)
  • Explain that a contraction is when two words are joined and one or more letters are removed and replaced with an apostrophe. An apostrophe is the punctuation mark used to show that letters are missing. Contractions are formed with the verbs do, be, and have.
  • Display an example of two words that form a contraction. I am forms a contraction by first joining the words. Then eliminate the a by crossing it off. Replace it with an apostrophe. It becomes the contraction I’m.
  • Tell students that you are going on a hunt to find words that could form contractions.
  • Read aloud Green Eggs and Ham by Dr. Seuss, or another book that has several examples of words that could form contractions. Note that in Green Eggs and Ham, Sam I-Am is not applicable for this lesson.
  • Create a list during the read aloud of all examples of words that form contractions and the actual contraction. (e.g., do not = don’t, would not = wouldn’t)
  • Display a premade anchor chart with a list of contractions and the words that make up the contractions for student reference throughout the lesson. Point out contractions on the chart that were not found in the read aloud.
(10 minutes)
  • Assign partnerships and distribute a copy of Creating Contractions Part 2 to each student.
  • Model completing #1 and #2 on the worksheet while thinking aloud. For example, read the first sentence aloud and say, “I see that the words he will are together in the sentence, and I can form a contraction with them. If I join the words and then eliminate the letters in the middle that don’t belong, I get the contraction he’ll.
  • Instruct partners to complete #3 and #4 on the worksheet by hunting for words that form contractions. Direct them to read aloud the sentence together and discuss the two words that can form a contraction. Encourage them to think aloud about the process for forming contractions.
  • Go over the examples as a class by calling on nonvolunteers to explain. Have another student agree or disagree, and explain why.
(7 minutes)
  • Direct students to complete #5 through #7 on the worksheet, as well as the final task at the bottom of the page.


  • Highlight the words that create contractions in the sentences for struggling students.
  • Provide a word bank for students to use when completing the Creating Contractions Part 2 worksheet.
  • Give students practice with naming contractions by using the Creating Contractions Part 1 worksheet.
  • Allow students to gain practice with contractions in a digital format with the Apostrophes in Contractions 1 Exercise.


  • Encourage advanced students to make a Contractions Quiz. Have them first write sentences with the words that make up the contraction. Then allow the students to trade with a partner to have them find the words in each sentence and form contractions. Challenge them to include more than one contraction in each sentence.
  • Give students an opportunity to deepen their knowledge of contractions with the Apostrophes in Contractions 2 Exercise.
(2 minutes)
  • Give each student an index card for the Exit Ticket.
  • Instruct them to write a sentence using the words could have and then write the contraction that is formed when the words are combined.
  • Assess students by observing the correct location of the apostrophe and that contractions are formed correctly.
(5 minutes)
  • Show the Contractions 1 Video as a review for how to form contractions. Stop the video at several points and ask nonvolunteers to use the displayed contraction in a sentence.
  • Review that contractions are formed by combining two words, removing a letter or letters, and putting in an apostrophe.

Add to collection

Create new collection

Create new collection

New Collection


New Collection>

0 items