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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 2 Time: 9am-9:25am Date: 9th May 2018 Students’ Prior Knowledge:

Learning Area: English  Students know the rules of Snap


 Familiar with apostrophes
Strand/Topic from the Australian Curriculum
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 it’s written word group
 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


 Mini whiteboard
 Whiteboard marker
 Load YouTube videos

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:
 Lesson objectives were achievable however next time I will not put so much pressure on having three, but
rather will focus one or two more specific objectives that will be met by the end of the short lesson.

Teacher self-reflection and self-evaluation:


 In my preparation, I should have created more than one pair of matching cards so that the number of ‘snaps’ is
more frequent. I counteracted this issue by giving them one game of Snap, then quickly making the decision to
change the task to have them lay out all of the cards then with a partner see who could get the most pairs.
 Next time I will remember to explain that a contraction can be used for more than one word group, particular for
an activity such as matching pairs, where there will be cards leftover if students do not recognize this.

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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


Resources/
Time Motivation and Introduction:
References
9:00am - Students will be put into literacy groups and the ‘Lions’ will begin seated at their
group desks with Miss Langer. https://www.yo
utube.com/wat
- Tell students the WALT for our lesson: Recognize a contraction and it’s purpose. ch?v=gubPH3
WEurg
- Explain that a contraction combines two words and uses an apostrophe to replace
the letters – kind of like a short cut!

- Before the activity, play the Scratch Garden video demonstrating Contractions.

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


- 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 Whiteboard &
word group: Marker
“You should not do that”
“I do not like that”
“I cannot wait
“We will enjoy the show”
“She is very funny”

9:05am - 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.

- Explain the activity for this lesson.

- “Today we will play the game Snap with a twist. Do you all know how to play the
game Snap? In this lesson we will play it using Contraction cards and instead of Snap Cards
snapping the same card, we will snap the matching contraction!
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!

- For students that are not sure how to play Snap, reiterate the rules: 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.

- Model the activity of “Contractions Snap” by asking a student to demonstrate the


game with you.
9:10am RULES: This game will be played by two pairs/threes within the Lions group.
The cards will be shuffled, and the cards dealt evenly between the players. Cards
will be left in a face down pile and when it is the player’s turn they will turn over the
top card and place it in the middle. The next player does the same and the game
continues. When someone turns over a card with the word group that matches the
contraction, the first person to say SNAP keeps the pile in the middle and adds it to
the bottom of their pile. The game ends when one player has all of the cards.

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- Have the students continue to play the game, noting when they snap pairs.

Lesson Closure:(Review lesson objectives with students)

- Test students on their contraction knowledge by giving word groups and asking them
to give correct contraction e.g. should not, could not, you are.
https://www.yo
- Play contraction song to reiterate what has been learnt. utube.com/wat
ch?v=GvjpoN
Transition: (What needs to happen prior to the next lesson?) KhnZA
- Students pack up and wait for the next instruction from Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)
The objectives will be assessed with a table that allows the teacher to tick beside each
child’s name if the objective was met and make a comment if necessary about the
individual student’s learning.

Key:
✔= Objective Met
✘= Objective Not Met
O = Some improvement but may require extra help

2nd March Objective 1: Objective 2: Form Objective 3: Comments


Recognize a their own Understand that an
2018 contraction and contractions apostrophe
it’s written word always take the
group place of the omitted
letters
Cohen ✔ ✔ ✔
Chloe Confused some
✔ ✔ ✔ similar word groups
such as ‘she’ as
becoming ‘she’ll’.
This may just be
due to the quick
pace of the game.
Lawrence Saying ‘does’ =
✔ ✔ ✔ ‘doesn’t’ rather than
‘does not’. May be
some confusion
about the use of
apostrophes.
Carla ✔ ✔ ✔