Lesson Plan: Appropriate Contexts for Contractions

Lesson Title: Appropriate Contexts for Contractions

Grade Level and Course: 4th Grade Writing

Learner Profile:

This 4th grade class consists of 18 students. A little less than half of them are native English speakers (although three of those students have a second language in the home as well). About one-third of the class are in the intermediate fluency stage, and there are also a few students in the beginning fluency stage as well as the speech emergent stage. 

There are a handful of learning differences in the class to be mindful of. Two students have been diagnosed with ADHD. One student has diagnosed autism as well as dyslexia. One student is in the process of getting a neuro-psych evaluation done, with a suspected processing disorder and/or ADHD. There are three additional students who have never had an evaluation, but who show many indicators of ADHD. (Total of 6 students with diagnosed or suspected learning differences.)

In the class we have students reading at F&P levels ranging from K to V. Most students have fairly good literal comprehension, but have more difficulty making inferences. A handful of students (including students in the speech emergent stage as well as my dyslexic student) are still building their reading fluency, and benefit from time to read a text multiple times, or read with a partner.

Time Segment of Lesson: 40-45 minutes

Standard(s) Addressed in Lesson: 

• CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Objective(s) of the Lesson:  Students will be able to use contractions correctly when the occasion is appropriate for informal writing.

Content Learning Target: I can determine appropriate contexts for formal and informal writing.

Language Learning Target: I can use apostrophes correctly to form contractions.

Series and Sequence of Lesson

Teach (I do) – 15 min

• Activate prior knowledge by asking students to explain the difference between “tu” and “usted.” I expect they will say something about formal vs. informal, or usted showing greater respect.
• Connect this with formal and informal writing. Just like we use “tu” and “usted” in different contexts/with different people, we need to adjust the way we write for different people or different contexts.
• Write “can’t” on the board, ask students to give thumbs up/thumbs down to tell me if they’ve seen this word. Write “cannot” on the board, have students turn and talk about what is similar and different between “can’t” and “cannot.”
• Explain that “can’t” is a contraction of “cannot.” Explain what a contraction is, and how the apostrophe works. Write a few more examples on the board (e.g. “I am,” “we are,”) and ask students to tell me out loud what the contraction is. Give them think time, then have them say the contraction on the count of three. Model writing the contraction for each.
• Ask: How does this connect with formal and informal writing? Which is more formal/informal, “can’t” or “cannot”? Students turn and talk.
• Present a scenario to the board (e.g. texting a friend about weekend plans). Model thinking aloud about whether it’s a formal or informal setting. Think aloud about if it would be ok to use a contraction or if I should use the expanded word.

Guided Practice (We do) – 5-7 min

• Present a second scenario to the board (e.g. writing a thank you letter to my grandmother)
• Have students come to agreement with partner about if this is a formal or informal writing context
• Tell them they need to work together to write a sentence that is either formal or informal based on their agreement. It should include at least one word/phrase from word bank. (Post word bank: I am, I’m, cannot, can’t, I’ve, I have)
• Have students raise hands if they thought this was an informal context; have one partnership read their sentence. Have students raise hands if they thought this was a formal context; have one partnership read their sentence.

Independent Practice (You do) – 15 min

• Distribute a sheet with a few scenarios (e.g. writing an essay for a contest, sending an email to my sister, writing an apology note to my parent, writing a note to a friend).
• The tasks will get progressively more challenging/less scaffolded. The first task will be a fill-in-the-blank with two options (e.g. “we’ve”/“we have”). The second task will include a blank and a small word bank. The third task will include a suggestion of what you’re trying to say and a word bank. The fourth task will include the scenario and a prompt to write 1-3 sentences that would be appropriate for that sentence; must include at least two contractions/expanded phrases as appropriate.
• Students will work independently while I circulate to check in and answer questions.

Share – 5 min

• Students share with the same partner as earlier; they should pick a task they both completed and compare what they wrote. Did they agree on whether it was a formal or informal context? Did they write the same thing?

Differentiation

• My students in the speech emergent stage will be strategically paired with supportive partners.
• Students in the speech emergent stage will receive a modified worksheet with two tasks where they fill in the blank from two options, and two tasks where they fill in the blank from a word bank. I will be on hand to read and check comprehension of the scenarios.
• Extension for students who finish early and demonstrate mastery: turn in worksheet, and on a plain piece of lined paper write a short story that incorporates contractions and/or expanded form of possible contractions without the use of a word bank.

Assessment

• Collect student work as a formative assessment. Check for:
  • Can students appropriately assess whether a context is formal or informal?
  • Do they place apostrophes correctly in the contraction?

Materials Needed

• Slides with sample scenarios for mini-lesson
• Two variations of the worksheet with sample scenarios for students to respond to
• Lined paper