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English lesson plan · 4th grade (Year 5 in England) · 30 minutes

Confusing words: its/it's, your/you're, then/than, whose/who's

Grammar

CCSS L.4.1.GEngland: Y4 GPS (Standard English)England: Y3/4 Spelling (homophones)

Objective and success criteria

Students will: Confusing words: its/it's, your/you're, then/than, whose/who's.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Homophones: there/their/they're, to/too/two; Apostrophes in contractions

Leads to: Year 5/6 homophones (aloud/allowed, stationary/stationery); Semicolons between closely linked clauses

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Homophones: there/their/they're, to/too/two; Apostrophes in contractions). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the correct word. The children put on ___ coats. (there / their / they're) → theirPrompt: These words sound the same but have different meanings.
  2. Write the contraction (short form) of "did not". → didn'tPrompt: Which letter or letters are left out?
  3. Which is the correct short form of "cannot"? (ca'nt / cant / can't / cant') → can'tPrompt: Which letter is missing in the short form?

Hook · 3 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Confusing words: its/it's, your/you're, then/than, whose/who's. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the correct word. Don't forget ___ helmet.
  • Step 1: The apostrophe shows missing letters: it's = it is, you're = you are, who's = who is. its, your and whose show belonging.
  • Step 2: Put it back into the sentence and read it aloud: "Don't forget your helmet."
  • Step 3: So the answer is: your
  • Answer: your
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Choose the correct word. The robot charges ___ battery at night. (it's / its) → itsPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
  2. Which sentence is correct? (Its time for the cat to have it's dinner. / Its time for the cat to have its dinner. / It's time for the cat to have it's dinner. / It's time for the cat to have its dinner.) → It's time for the cat to have its dinner.Prompt: Check each tricky word one at a time.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which sentence is correct? (Its time for the cat to have it's dinner. / It's time for the cat to have it's dinner. / Its time for the cat to have its dinner. / It's time for the cat to have its dinner.) → It's time for the cat to have its dinner.Prompt: Check each tricky word one at a time.
  2. Choose the correct word. The robot charges ___ battery at night. (it's / its) → itsPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?

Watch out for

  • Naming the feature but not using it in their own sentences.
  • Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

  • Review first: Homophones: there/their/they're, to/too/two.
  • Use concrete materials: sentence strips.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Year 5/6 homophones (aloud/allowed, stationary/stationery); Semicolons between closely linked clauses.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Confusing words: its/it's, your/you're, then/than, whose/who's

Name

Date

Score/ 6

  1. Question 1

    Choose the correct word. An elephant is heavier ___ a hippo.

    • A. than
    • B. then

  2. Question 2

    Which sentence is correct?

    • A. Your going to love your new bike.
    • B. You're going to love you're new bike.
    • C. You're going to love your new bike.
    • D. Your going to love you're new bike.

  3. Question 3

    Choose the correct word. The dog wagged ___ tail.

    • A. it's
    • B. its

  4. Question 4

    Choose the correct word. ___ never too late to learn.

    • A. It's
    • B. Its

  5. Question 5

    Choose the correct word. ___ been a long day.

    • A. It's
    • B. Its

  6. Question 6

    Choose the correct word. Tell me when ___ ready.

    • A. you're
    • B. your

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Answer key: Confusing words: its/it's, your/you're, then/than, whose/who's

  1. 1. A. than

  2. 2. C. You're going to love your new bike.

  3. 3. B. its

  4. 4. A. It's

  5. 5. A. It's

  6. 6. A. you're