Topic: Contractions

Grade Level: Second Grade

CCC Standard: CCSS.ELA-LITERACY.L.2.2.C
Objective: Students will be able to identify and correctly use contractions.
Materials:

White/Chalk board
Easel
Markers/Chalk
Contractions worksheets
Book Bet You Cant by Penny Dale
Contraction memory game

Accommodations/Modifications: Provisions will be made for 504 plans, IEP and MI. Also any
students with physical disabilities will be accommodated during activities i.e., sitting at desks
instead of carpet. Assistant teacher will also be made available for those who require it.
Behavior modifications: Refer to the rules at the beginning of class. Students can only leave the
class with a hall pass. The first offence for misbehavior is a warning. The second offence is that
the student(s) will not go outside for recess, instead he/she/they will sit with the teacher inside or
by the teacher should he/she have recess duty. Names of students can be written on the board as a
reminder. Third offence results in seeing the principal and a phone call will be made home.
*Note for substitute: The names of any students that misbehave should be left in a note on the
desk along with details of misbehavior. If the students are well behaved that should be noted as
well.
Allergies: Students bring their own snack for snack time. NO sharing under any circumstances.
Any severe allergies are documented. All students with special dietary instructions i.e., diabetes
are allowed to eat along the lines of their dietary plan as documented by the parents/school.
Students with inhalers and epipens are allowed to administer to themselves if parent approval is
given, or sent to the nurse for care.
Accidents: Should a student become sick the teacher will immediately send the student with a
buddy to the nurse or if possible have another teacher monitor the class while the teacher takes
the child. In extreme cases the teacher should call to the office immediately for help and monitor
the sick student carefully while instructing students to remain calm or continue work.
Anticipatory Set: Begin by explaining to the students that sometimes when we speak or write, it
is easier to say things if we shorten certain words. Explain that it is kind of like how we shorten
our names. For example in the class we have Jessica but sometimes we use Jess and we have

Gabriela but sometimes we use Gabby. Even though we know that their real names are Jessica
and Gabriela it is sometimes easier to say Jess and Gabby. Explain to the students that this
is sort of like what happens when we use contractions.
Formative Assessment
Procedure: Explain to the students that a contraction is a shortened form of a word or group of
words, with the missing letters usually replaced by whats called an apostrophe. Explain that the
apostrophe likes to eat certain letters to make it easier for us to say words. You can write
contractions as well as speak using them too. Teacher can write the definition on the board or
easel and then begin to use examples on the board as well. Start off the day using contractions
that deal with not. Teacher can use the board or easel to make a list of words on one side and
make an addition problem for the students to answer.
Examples:

Can + not
Are + not
Is + not
Was + not
Did + not
Does + not
Do + not
Would + not
Should + not
Could + not
Will + not*

Go over the first addition problem together as a class. Explain to the students that when it
comes to words added to not the apostrophe likes to eat the letter o and then stand in its
place squeezing next to the first word to make the contraction. After that ask for volunteers for
the rest of the problems to see who is catching on. Explain how sometimes the apostrophe will
eat certain extra letters and then replace them such as will + not which = wont. Also explain
not every word can be used with not. Once the problems are solved provide an example
sentence for the first word and then ask for volunteers to come up with a short sentence for the
others. The teacher should write them on the board or easel. Students should get out their word
notebooks and write down the contractions they learned plus the two words that make up the
contraction. After the examples hand out the contractions circle fill in for the students to
complete and hand back to the teacher.
Once all of the problems are done tell the class that they will now be listening to a story that uses
one of the contractions. After that gather the students around on the carpet (or create a circle of
desks/chairs). Have the teacher sit in the center facing all students. Introduce the book and ask if

any student thinks he/she knows what will happen based on the title Bet You Cant and the
front picture. Once the teacher starts to read he or she should be asking questions such as What
do you think will happen next? or Do you think he or she can do this? and then say Lets see
what happens. When other words come up with an apostrophe tell the kids Look its our
hungry friend Apostrophe eating more letters. As each new word comes up point it out or have a
student point it out and the teacher writes it on the board or easel.
Other contractions in the book:

Its
Ill
Im
Lets

Explain that these words as well as many others are contractions too and that they will be
learning about how to form all of them the rest of the week.
Closure: Introduce the not contraction memory game. Flip the cards face down mixing them
up well. Players (students) will take turns flipping over two cards at a time to match the word to
its contraction. There is also a scoreboard for the teacher to keep track of the matches each
student gets. The player with the most matches wins the game. At the end of the game the teacher
should re-group the students and ask questions for understanding.
Questions:

What is a contraction?

What do we use to make a contraction?

How many words make a contraction?

Which word stays the same?

Which word changes or is shortened?

Summative Assessment: Questions plus contractions worksheets. Students will practice writing
out the two words that form a contraction and writing each formed contraction from two words.
They will also practice writing at least one sentence using a contraction from the list.

References:
http://users.manchester.edu/Student/jbeakas/ProfWeb/Lesson%20Plan-contractions.pdf
http://theorganizedclassroomblog.com/index.php/blog/contractions-arent-tricky-to-teach
http://babblingabby.blogspot.com/2011/01/contraction-activities-first-grade.html?m=1
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/39972
http://www.schoolexpress.com/fws/cat.php?id=2291