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English lesson plan · 4th grade (Year 5 in England) · 45 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 · 5 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. Please ___ quiet in the library. (bee / bea / be) → bePrompt: These words sound the same but have different meanings.
  2. Write the contraction (short form) of "she will". → she'llPrompt: Which letter or letters are left out?
  3. Which is the correct short form of "do not"? (dont / do'nt / dont' / don't) → don'tPrompt: Which letter is missing in the short form?

Hook · 5 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 · 10 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 · 10 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. ___ turn is it to feed the fish? (Who's / Whose) → WhosePrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
  2. Which sentence is correct? (It's time for the cat to have it's dinner. / 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 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 · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Choose the correct word. An elephant is heavier ___ a hippo. (than / then) → thanPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
  2. Which sentence is correct? (You're going to love your new bike. / You're going to love you're new bike. / Your going to love your new bike. / Your going to love you're new bike.) → You're going to love your new bike.Prompt: Check each tricky word one at a time.

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/ 8

  1. Question 1

    Which sentence is correct?

    • A. The bird flapped it's wings, and than it flew away.
    • B. The bird flapped its wings, and then it flew away.
    • C. The bird flapped it's wings, and then it flew away.
    • D. The bird flapped its wings, and than it flew away.

  2. Question 2

    Choose the correct word. We ate lunch, and ___ we went to the park.

    • A. than
    • B. then

  3. Question 3

    Choose the correct word. ___ coming to the party?

    • A. Who's
    • B. Whose

  4. Question 4

    Choose the correct word. I think ___ right about the answer.

    • A. you're
    • B. your

  5. Question 5

    Choose the correct word. ___ bag is this?

    • A. Whose
    • B. Who's

  6. Question 6

    Choose the correct word. The tree lost all ___ leaves.

    • A. its
    • B. it's

  7. Question 7

    Choose the correct word. I'd rather walk ___ take the bus.

    • A. then
    • B. than

  8. Question 8

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

    • A. It's
    • B. Its

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

  1. 1. B. The bird flapped its wings, and then it flew away.

  2. 2. B. then

  3. 3. A. Who's

  4. 4. A. you're

  5. 5. A. Whose

  6. 6. A. its

  7. 7. B. than

  8. 8. A. It's