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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 2 Time: 9:20am-9:45am Date: 24/5/18 Students’ Prior Knowledge:

Learning Area: English  Students in this group are exposed to contractions

in texts they have read. Some may be familiar with
the definition of what a contraction is.
Strand/Topic from the Australian Curriculum
Know that word contractions are a feature of informal
language and that apostrophes of contraction are used to
signal missing letters (ACELA1480)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
✓ competence creative behaviour Social understandin
thinking competence g
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Recognize what a contraction is
 Match words with their shortened version (Contraction)
 Form sentences using contractions

Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

 Ellie will know what to do if you explicitly
 Contraction flash cards explain the rules to her/check that she
 YouTube video (was successful with other literacy understands after explaining to the whole
group) group
 Whiteboard

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement
 All three lesson objectives were achieved by each student throughout the lesson however next time I will limit
it to one broad objective so that I can have focus throughout the duration of the lesson.

Teacher self-reflection and self-evaluation:

 Students could see through the contraction flash cards so next time I could have done a double layer in the
laminator or used thicker paper
 I could have used less cards as well for each game of Memory so that students had a greater chance of

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finding their matching pairs.

 I felt good about this small group lesson as though I helped students understand the topic and I saw
improvement from the beginning to the end of the lesson when I questioned them.
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/
Time Motivation and Introduction:
References
9:20am  Students will be put into literacy groups and the ‘Zebras’ will begin seated on the
back mat with Miss Langer.
 WALT: Shorten two words to make a contraction
 Introduce the topic by telling students that a contraction is a shortened version of
two words put together. Usually we take out a letter or two and swap it for an https://www.yo
apostrophe. utube.com/wat
 As the Scratch Garden video was informative and well-received by Lions group, ch?
show this same video to Zebras group, explaining the concept as it goes along. v=gubPH3WE
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Lesson Steps (Lesson content, structure, strategies & Key Questions):
 The first activity will be a whole group activity. Blue tac a contraction onto the board
9:25am and give students three options (different word group cards) to choose from. Make
sure they raise their hands and repeat so that each kid a chance to give an answer.
 If students get confused at any point, remind them of the purpose for contractions.
When we speak quickly or informally we can leave off sounds or letters and so we Contraction
push two words together instead. cards
 Next students will use the Contractions cards to play a game of
Concentration/Memory. The first whole group activity will hopefully stimulate their
understanding so that they can match the two cards correctly. Have multiple games
of memory going on at once so that students can be in pairs/groups of three.
9:30am  If there is remaining time, have students use their pairs from the Memory game to
create one or more sentence (using the two words). I will write the sentence on the
board then as a group, students will guess what the correct contraction for that
sentence is. E.g. If a student has the pair “has not” and “hasn’t” they may come up
with a sentence such as: It has not rained for a few weeks. Then as a class we will
decide what the contraction is (“hasn’t”). Whiteboard &
Marker

Lesson Closure:(Review lesson objectives with students)

 Wrap up the activity by giving students a word group then having them raise their
hand to give the correct contraction. Ensure every student answers and note down
whether or not they are understanding in the checklist table.
9:40am
Transition: (What needs to happen prior to the next lesson?)
 Students pack up and wait for the next instruction from Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)
Key:
9:45am ✔ = Objective Met
✘ = Objective Not Met
O = Some improvement but may require extra help

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24th May 2018 Objective 1: Objective 2: Match Objective 3: Form

Recognise words with their sentences using
what a shortened version contractions
contraction is (contraction)
Maya ✔ ✔
Brodie ✔ ✔
Ellie ✔ ✔
Hayley ✔ ✔
Bella ✔ ✔
Eva ✔ ✔

Comments:
 It was clear that all students were unsure of the word ‘contractions’ but understood the concept once
explained
 Each student matched at least two words with their shortened version (contraction)
 Each student gave me a unique sentence that included a contraction. They then repeated the sentence
with the extended the contraction e.g. The dog didn’t bark. The dog did not bark.