Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 8:45am-9:30am Date: 13/5/19 Students’ Prior Knowledge:
 Students utilise apostrophes in their writing
Learning Area: English however most students do not understand the
different meanings and purposes for
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 thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
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:

 Use apostrophes to represent different meanings (possessive and contractions)
 Show understanding that plurals do not require apostrophes

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Prepare PowerPoint
 Have video downloaded onto PowerPoint in case of  Ask Alena to verbally explain what she knows
technical difficulty about the different contraction meanings while
students write their answers down
 Use behaviour chart to keep students on track,
engaged and listening actively

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

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

Resources/References
Time Motivation and Introduction:
 Ask students to sit on the mat with their English books and a pencil.
8:45am  Start with the video. Stop and talk through each sentence and why it English books and
contains (or does not contain) an apostrophe. pencils
 Get students to come up and show where they think the apostrophe
goes before the video fills in the gaps.
 Give them a sentence containing a contraction and possessive
apostrophe – then throw in a word that is a plural (thus not requiring Video
an apostrophe). Ask them where they think the apostrophes go.

Its not fair that Jess cats stole Sallys shoes.

Correct: It’s not fair that Jess’ cats stole Sally’s shoes.

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

 Go through the examples on the PowerPoint to show students the

different ways to use apostrophes and the words that we add an “s” to PowerPoint
9am WITHOUT an apostrophe.

First three relate to possessive apostrophes

1. The cat’s tail was fluffy.

Cat is a singular noun, so you need to add an apostrophe and "s"

to show that the tail belongs to the cat.

2. Charles’ cat was naughty

Because Charles ends in an S but he owns the cat, you simply
add an apostrophe to show that the cat belongs to Charles.

3. The children’s toys were broken

Children is a plural noun but it doesn't end with an "s" so you
need to add an apostrophe and "s" to show that the toys belong
to the children.

 Then ask them where they think an apostrophe goes in the next
sentence (trick question – it’s a plural so no apostrophe)

4. The girls went swimming in the pool

This sentence does not require an apostrophe as the word ‘girls’

is simply a plural, stating that there were many girls.
9:20am
 Display pictures on the board and ask students to write the plural. Let
them do this, then reiterate to them that you do not add an
apostrophe when we are talking about lots of one thing (aka a plural).

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 Then, write a sentence on the board and have them rewrite it in their
book with correct apostrophes.

Lesson Closure:(Review lesson objectives with students)

 Ask three different students to tell you when we use apostrophes.

1. Possession e.g. Ali’s dog is cute
2. Contraction e.g. I can’t go to the party
3. Plural Possession e.g. The brothers’ feet were muddy
9:30am
Transition: (What needs to happen prior to the next lesson?)

 Place English books in a neat pile on Miss L’s desk to be marked then
sit back on the mat ready for instruction for Mrs Clapsis’ next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)

 Review work in students’ English books to assess whether a follow up

lesson is needed. Perhaps a small group activity/game can be
implemented in literacy rotations, based on apostrophes and plurals.