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Shannon Cush

10/17/14
Dr. Catherine Richmond-Cullen
Subject Area
Reading, Writing, Speaking, and Listening and Arts and Humanities
Essential Question(s)
How and why do we use contractions every day?
How does the choreography we learn portray meaning?
Title of the Unit
Contractions using the word not (could not- couldnt, would not- wouldnt)
Choreographed dance that portrays meaning of contractions
Title of the Lesson
Boogying with Dr. Arthur- The Contraction Doctor
Grade Level
2nd Grade
Estimated Time
30 minutes
Summary of the Lesson
Students are going to perform a contraction surgery where they take two words (could not) and
turn them into one contraction (couldnt) by cutting out the letter that is not needed (o)and
placing a band-aid over the part they cut(this would take the place of the apostrophe). After
learning that contract means to make smaller, students will learn a choreographed dance in which
they contract (shrink) their bodies when they hear a contraction and expand their bodies when
they hear two words that have not been contracted.
Materials Required
Scissors
Color Band-Aids
Medical masks
Index cards with contracted and non-contracted words
Contraction video
Academic Standards
1.5.2.F:
Use grade appropriate conventions of language when writing and editing.

Spell common, frequently used words correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence formation.


9.1.3.A:
Know and use the elements and principles of each art form to create works in the arts and

humanities.

Objectives

What are contractions

Show examples of contractions through Contraction surgery

Create a choreographed dance in which students will contract and expand


their bodies
Vocabulary
Contraction
Contract
Expand
Shrink
Apostrophe
Procedure
BEFORE:
1. Engagement

Teacher will introduce the class to Dr. Ron the Contraction Doctor

She will explain to the class that Dr. Ron needs their help to contract the
words that are on the board

Teacher will explain what a contraction means

She will give an example and show how the words could not contract to
form couldnt

Teacher will ask students what a contraction means

Students will ask themselves how to turn words into a contraction


DURING:

2. Exploration

Students are going to create contractions by taking index cards, cutting


them, and turning them into contractions by using a band-aid as an apostrophe
(contraction surgery)

QUESTION
How can I turn these two words into one word - a contraction?

3. Explanation

1. To demonstrate an understanding, students will explain how they created


their contraction, and why they placed the apostrophe where they did.

2. Students will explain how to "de-contract" the words

QUESTIONS
1. Can you de- contract the word "couldn't"? Answer: could not
2.How did I contract that word?

4. Elaboration

TO show a clearer understanding students will dance to the "contraction


song"

Students will show that they understand the meaning of contraction by


contracting their arms in when they hear a contracted word. They would explained their
arms whenever they hear a word that was not contracted.

The words "contract" and "expand" would act as the vocabulary words
QUESTIONS
1.What does contraction mean?
2.How did I use the dance to show what contraction means?
3.What dance moves did I use to show contraction? Why?
4.What does expand mean? How did I convey the meaning through dance?

Assessment
AFTER
5. EVALUATION

Formative Assessment: asking questions throughout the lesson standing by


students during activities to see if they are contraction correctly

To end the lesson teacher will ask the students what they have learned
about contractions (what does it mean to contract something? What is an apostrophe?
How and when did we contract and expand our bodies?
6. E- LEARNING

I would use a youtube video on the contraction son so the students can
dance to it

I could also use a smart board so that students can create contractions on
smart board with markers.
Adaptations or Accommodations
I would do a lot of examples with students that did not understand the lesson. Also it would be a
good idea to stand by those students who could not follow the choreography on their own. Also I
could assign students partners so they had someone there at all times to help them with the
choreography and for the contraction surgery.
Handouts