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English lesson plan · 2nd grade (Year 3 in England) · 60 minutes

Apostrophes in contractions

Punctuation

CCSS L.2.2.CEngland: Y2 GPS (apostrophes for contraction)

Objective and success criteria

Students will: Apostrophes in contractions.

  • 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: Capital letters and full stops (periods)

Leads to: Apostrophes for possession; Apostrophes for one owner (the dog's bone); Confusing words: its/it's, your/you're, then/than, whose/who's

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

Warm-up · 6 min

  • Quick retrieval from earlier learning (Capital letters and full stops (periods)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which sentence is written correctly? • We made a big sandcastle. • we made a big sandcastle • We made a big sandcastle • we made a big sandcastle. (We made a big sandcastle. / we made a big sandcastle / We made a big sandcastle / we made a big sandcastle.) → We made a big sandcastle.Prompt: Look at the very first letter.
  2. This sentence has no capital letters. How many capital letters does it need? tom and ella live in cairo. (2 / 3 / 4 / 5) → 3Prompt: Count the first word.
  3. Which sentence is written correctly? • The bus was late today. • the bus was late today. • the bus was late today • The bus was late today (The bus was late today. / the bus was late today. / the bus was late today / The bus was late today) → The bus was late today.Prompt: Look at the very first letter.

Hook · 6 min

  • Read a short passage with no punctuation and let the class hear why it's confusing.
  • Share the objective: Apostrophes in contractions. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Write the contraction (short form) of "it is".
  • Step 1: Join the two words and replace the missing letter(s) with an apostrophe (not "its" or "i'ts").
  • Step 2: So the answer is: it's
  • Answer: it's
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 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. Write the contraction (short form) of "she will". → she'llPrompt: Which letter or letters are left out?
  2. Which is the correct short form of "did not"? (didnt / didnt' / didn't / did'nt) → didn'tPrompt: Which letter is missing in the short form?

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which is the correct short form of "would not"? (wouldn't / would'nt / wouldnt' / wouldnt) → wouldn'tPrompt: Which letter is missing in the short form?
  2. Write the contraction (short form) of "I have". → I'vePrompt: Which letter or letters are left out?

Watch out for

  • Using commas where a full stop (period) is needed.
  • Putting apostrophes in plurals (apple's).

Support and stretch

Support

  • Review first: Capital letters and full stops (periods).
  • Use concrete materials: punctuation cards.
  • 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: Apostrophes for possession; Apostrophes for one owner (the dog's bone); Confusing words: its/it's, your/you're, then/than, whose/who's.
  • 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-2.

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

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Apostrophes in contractions

Name

Date

Score/ 8

  1. Question 1

    Write the contraction (short form) of "do not".

    Answer

  2. Question 2

    Which is the correct short form of "could not"?

    • A. couldnt'
    • B. couldn't
    • C. couldnt
    • D. could'nt

  3. Question 3

    Write the contraction (short form) of "she will".

    Answer

  4. Question 4

    Which is the correct short form of "should not"?

    • A. shouldnt'
    • B. shouldn't
    • C. shouldnt
    • D. should'nt

  5. Question 5

    Write the contraction (short form) of "you will".

    Answer

  6. Question 6

    Write the contraction (short form) of "it is".

    Answer

  7. Question 7

    Write the contraction (short form) of "have not".

    Answer

  8. Question 8

    Which is the correct short form of "have not"?

    • A. havent'
    • B. havent
    • C. haven't
    • D. have'nt

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Answer key: Apostrophes in contractions

  1. 1. don't

  2. 2. B. couldn't

  3. 3. she'll

  4. 4. B. shouldn't

  5. 5. you'll

  6. 6. it's

  7. 7. haven't

  8. 8. C. haven't