Bridgewater College Teacher Education Program Lesson Plan

Name:

Rachel Monteleone

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Language Arts/3rd Contractions vs. Possessives Apostrophes 4-12-17

grade

Virginia SOL/National Standard:

SOL 3.10

h) The student will use apostrophes in contractions with pronouns and in possessives.

Measurable Lesson Objective(s):

Students will be able to identify whether an apostrophe indicates a contraction or possessive in a variety of sentences.

Materials/Technologies/Resources Needed:

Contractions vs. Possessives Notes

Contractions vs. Possessives Worksheet

Reading Journals

Two Easter baskets

12 Easter eggs (one sentence in each egg)

Contractions or Possessive Sentences

Pencil

Marker (only for teacher)

Glue Stick

Document Camera

Folders

Assessment (Formative and/or Summative):

1. As a class, students will read and sort 12 sentences by identifying whether the apostrophe used in each sentence
indicates a contraction or a possessive.

2. Independently, students will complete a worksheet on which students will determine whether an apostrophe
indicates a contraction or a possessive.
Anticipatory Set (Hook & Agenda):

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Start by asking, How many of you are Students will raise their hands to show
excited for Easter this weekend? that they are excited for Easter. 1 minute

Today, I am going to need a few helpers

to pick eggs from my Easter basket (hold
up Easter basket for students to see).
Then youre going to have to tell the class
what is inside! But first, we need to talk a
little bit about apostrophes.

Access /Review Prior Knowledge:

Whole Brain Motions

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Explain to students that an apostrophe Students will listen as the teacher
has two homes, a contraction and a lectures.
possessive.

Model and say the whole brain motions

for a contraction (students have already 4 minutes
learned this).

Say, A contraction is two words, put

together, take out some letters, and add
an apostrophe, while doing the motions.

Can everyone show me what a

contraction is? Have students say and
do the whole brain motions.
Repeat until all students are
participating.
Students will say and do the whole brain
motions (a contraction is two words, put
together, take out some letters, and add
an apostrophe).
Repeat as instructed.

A contraction is one home for an

apostrophe.

Explain that there is another home for

apostrophes in possessives. Possessives Students will listen as the teacher
show ownership or belonging. It is when lectures.
something belongs to the noun.
Teaching Process & Modeling (Content is presented, accessed or built), Guided Practice & Checking for Understanding,
Independent Practice

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Instruct students to get out their reading Students will get out their reading
journals, glue sticks, and scissors. Have journal, glue stick, and scissors. Then
students turn to their next blank page. they will turn to the next blank page in
While students are doing this, pass out their journals.
Contractions vs. Possessives notes to
each student. Students will distribute the notes at
their tables and then read then to their Student #2 will be
Have students read the notes to their shoulder buddy. able to read to a
shoulder buddy. shoulder buddy to
Place the notes under the document ensure that they 20 minutes
camera. Reread notes and the examples Students will follow along as the teacher are focused and
provided. For each example provide reads the notes. Students will write engaged. This also
evidence and reasoning and have evidence and reasoning for the helps with
students write the evidence on their examples on their notes. Then students comprehension.
will read the notes to their shoulder
notes as the teacher writes under the The teacher will
document camera. Have students read buddy one last time and then glue their
notes into their reading journals. write the evidence
the notes to their shoulder buddy one for the examples
last time and then have students glue the under the
notes into their reading journals. document camera
Students will turn to the next blank page for any
Instruct students to turn to the next in their reading journal. Students will
page, draw a T-chart, label one side clarifications and
draw a T-chart and label each side for spelling
contraction and the other possessive. (contraction and possessive).
While students are doing this, pass out assistance.
Contraction vs. Possessive sentences. To Student will distribute Contraction vs.
each student. Possessive sentences. Students will
then cut out all twelve sentences and The words
Have students cut out the twelve then recycle the scrap paper. contraction and
sentences. possessive will be
Place a copy of the sentences under the displayed on 2
document camera. Easter baskets for
spelling assistance
After students have finished cutting, have (hold up baskets
them recycle any scrap paper. Tell for students to
students, I am looking for a student see).
sitting quietly, showing me that theyre
ready to learn to come up and help pick
an Easter egg for me. If students are called to help, they will
come pick an egg, open it and then read
As you call students up, have them pick the sentence inside.
an egg and open it. Inside the egg is a
sentence. Have the student read the
sentence to the class. Then student will The other students will find that
find that sentence (one that they cut out) sentence and hold it up in the air.
at their desk and hold it up in the air.
Each sentence has either a contraction or As a class, students will then decide
possessive in it. Ask students which one whether the sentence contains a
they think it is. Have students respond as contraction or a possessive.
a whole class. Then ask students why? Students will then raise their hands to
What is their evidence? For each explain why it contains a contraction or
sentence write the evidence under the a possessive stating either the two
document camera (either the two words words that make up the contraction or
that make up the contraction or stating the object that belongs to a
underline the object that belongs to a person or thing.
person or thing). Have students also
write the evidence on their copy. Then Students will then write that evidence
have students glue the sentence into onto their sentence before they glue it
their reading journal under the correct into their reading journal under the The teacher will
side (contraction or possessive). The correct column either contraction or write the evidence
helper will place the sentence into the possessive. for each sentence
correct Easter egg basket (one labeled under the
The student helper will then place the document camera
contraction, the other possessive). Then
sentence into the correct Easter basket for any
the student helping will be seated.
either contraction or possessive and clarifications and
Repeat this for all twelve sentences. then return to their seat. for spelling
assistance.
After, instruct students will put away Repeat for all twelve sentences.
their reading journals, glue sticks, and Having he students
Students will then put away their
scissors. Have students get out their place the
reading journals, glue sticks, and
folders to put up. sentences into the
scissors.
Easter egg baskets
Pass out the Contraction vs. Possessive
Students will put up their folders as (contraction or
worksheet while giving directions.
blinders and then distribute the possessive) is a
1. Read each sentence and decide Contraction vs. Possessive worksheet at good visual for
whether a contraction is used or their table. student #2.
a possessive.
Listen as the teacher gives instructions. 15 minutes
2. Next to the sentence on the
Complete the worksheet individually. Students #2 will
blank line write contraction or
join the teacher at
possessive. Once students have finished, they will the back table
place the sheet upside down on the while completing
Once students have finished, they will
back table and then return to their the worksheet. He
place the worksheet upside down on the
seats. will read the
back table and have them return to their
seats. sentences aloud to
the teacher.
Closure:

Talk with a shoulder buddy

Teacher will: Students will: Accommodations/ Anticipated

Ask students silently to choose and
think about their favorite contraction.
Then instruct students to create their
own sentence using that contraction.
After a few moments have students
share their sentence with their
shoulder buddy.
Differentiation: Time:
Students will choose a contraction to
use in their own sentence. When
instructed students will share their
sentence with their shoulder buddy. 5 minutes

Ask students silently to choose and Students will then choose a

think about a possessive. Then
instruct students to create their own
sentence using that possessive. After
a few moments have students share
their sentence with their shoulder
buddy.
possessive to use in their own
sentence. When, instructed students
will share their sentence with their
shoulder buddy.

Declarative Summary Statement:

Apostrophes have two homes, contractions and possessives. A contraction is when you take two words, put them
together, take out some letters, and put in an apostrophe. A possessive is when our apostrophe shows ownership or
belonging.

Activity If Extra Time Remains or Technology Fails:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
If technology fails, the teacher will write
examples on the board instead of
demonstrating under the document
camera.

If students finish early, they will steal Steal reading minutes and look for
reading minutes and search for any contractions and possessives
contractions or possessives in their good
fit book.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.