ISTC 301 FINAL PROJECT: LESSON PLAN

Word Contractions
Part One:
Contraction Kite
Teachers Names: Anthony Martino, Kyron Walker, Tiana Barnett, and Shelby
Flippen
Subject Area: Language Arts
Class Information
Grade Level: 2nd Grade
Date: 01/23/17
Class Demographics/Description: 20 students
o 3 Latino students
o 3 African American students
o 14 Caucasian students
o 8 females
o 12 males
o 2 IEPs (ADHD)
o 2 ELLs
o 1 diabetic student
Alignment
This lesson reinforces the student's knowledge of word contractions and teaches
students a concept that must be mastered in the second grade. Word Contractions are
apart of the writing unit to help students create meaningful and appropropriate sentences.
Students will complete a formative assessment by playing a game on the
promethean board, and complete a summative assessment by constructing contraction
kites.
Standards
Common Core:
o L2 CCR Anchor Standard: Demonstrate command of the
conventions of Standard English capitalization, punctuation, and spelling when
writing.
L2.c: Use an apostrophe to form contractions and
frequently occurring possessives.
Identify and explain the purpose and
formation of contractions and possessives.
Demonstrate correct formation and
use of contractions and possessives.
Analyze writing models for correct
use and formation of contractions and possessives.
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ISTE-NETS-S:
o Standard 1: Facilitate and inspire student learning and creativity.
o Standard 2: Design and develop digital age learning experiences
and assessments.
o Standard 3: Model digital age work and learning.
InTASC:
o Standard #3: Learning Environments
The teacher works with others to create
environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and
self motivation.
o Standard #4: Content Knowledge
The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates
learning experiences that make these aspects of the discipline accessible
and meaningful for learners to assure mastery of the content.
o Standard #5: Application of Content
The teacher understands how to connect concepts
and use different perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and
global issues.

Part Two
Learning Objectives
Students will be able to understand that a contraction is two different words put
together with the omission of some letters (as represented by an apostrophe) by playing a
game and constructing contraction kites.
What will students learn/do as a result of the lesson?
By completing the Contraction Kite activity, students continue to
recognize that words can be combined into contraction forms, recognize what two
words constitute a contraction when presented with one, and engage with a series
of games that test their knowledge. After completing the activity, students should
be able to better visualize what contractions are, their constituents, and should be
able to transfer this knowledge across several forms of media (i.e. later in this
lesson students will be asked to play online contraction games, which is a
different medium than print, paper, string, etc).
Teaching Materials
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Materials
o
o
o
o

White board
Crayola Markers
Dry-erase markers
Pre-cut materials
40 paper bows
20 diamond shaped kites
Cut-out of contraction words (e.g. cant, dont,

wont)

Long, white piece of construction paper to represent

the string of the kite
o Plastic bags
o Glue Kit
Technology
Promethean board
Computer
Projector
Hardware/software
Windows 10
Internet Explorer
Websites
o http://www.learninggamesforkids.com/vocabulary_games/contracti
ons.html
o https://jr.brainpop.com/readingandwriting/word/contractions/
o https://vimeo.com/136807629
Document (Google Draw)
o https://docs.google.com/drawings/d/1hlqN3EVWl4gPqjbJuJYFph4
H7lpIowmtGU_pS-Eu4HQ/edit

Assistive technologies
o Handheld translator (ELL) to be used throughout the lesson
Introduction:
To get students to come to the center for the warm-up, the teacher will
call them based on what table is sitting quietly.
The teacher will clap three times to get students attention any time she/he
needs to talk to the class as a whole group.
Students will be in their assigned groups to work on the Contraction
Kite activity.
All materials will be precut and in a plastic bag ready for the students to
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create the kite.

Anticipatory Set
At the beginning of class, students will watch a short Brainpop Jr. video about
contractions on Brain Pop Jr. with the projector on the screen or with their own tablets.
The video explains how contractions are made and why they are shortened, and shows a
scenario where a student knocks over a stack of blocks because they could not read the
sign please dont touch.
o https://jr.brainpop.com/readingandwriting/word/contractions/
The teacher will gain the students attention through clapping.
Teacher talk: This video will give you all a good summary of how a
contraction is used in Language Arts. The teacher will explain how the warm up is
related to the lesson.
The teacher will share the definition of contractions with the class verbally
and on the board:
Contraction: A word formed by combining two or
more words, which leaves out sounds and letters.
In a contraction, the missing sounds or letters are
replaced by an apostrophe.
The teacher will ask guided questions while writing
them on the board. The first question (examples of contractions) will be posed to
the entire class and several participating students will share their answers. After
the students pair up with each other, the second question (why contractions are
used) will be posed. Students responses will be written down on a piece of loose
leaf paper taken from their notebooks.
Do you know any other contractions?
Why do we use contractions?
Teacher talk: While youre watching the video, keep in mind the purpose of
contractions. If anyone forgets why we are watching the video, I will have the points on
the board.
Students watch the video with the subtitles on while the teacher writes the
purpose for watching the video.
- Purpose: What is the purpose of contractions? What does the apostrophe show?
Part Three
Procedures
I Do:
Begin by writing the words should not on the board and saying the
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phrase aloud to the class.

Do you know how to make this into a
contraction?
What letter does the apostrophe replace?
Teacher talk: The first word usually does not change. The second always
changes.
Teacher talk: When turning the words into a contraction, make sure to
point out that the apostrophe takes place of a letter and sound in the second word.
Write and say the new word: Shouldnt
Write and say a sentence using the word.
Teacher talk: Thumbs up if you understand how a contraction is used.
Thumbs down if you dont. Thumbs sideways if you are not sure. Do not be afraid to say
you do not know.
Teacher talk (transition): Now that we have a general idea of what
contractions are, we will play a game to test our knowledge!
Have students sing along with the word contraction song.

https://www.youtube.com/watch?v=EbBf21ZuJGQ
We Do:
Students will be called to the carpet by table number and will be asked a
question and given the chance to respond.
Teacher talk: Do you know any other contractions by memory?
The teacher will tell the class the purpose for playing the game:
Teacher talk: The purpose of playing these contraction games is to understand how
contractions are used in language. We should understand where apostrophes are placed and why.
When given two words, you should know how they are made into a contraction. If you are given
a contraction, you should know which two words form it. Are there any questions?
As a class, students will play games about contractions for 10 minutes.
There are six games that the students can choose from to play. These games will be
played be managed by the teacher on the promethean board and students will be called on
to come up to the board and play the game using the board markers. The link to the
website to access the games is below:
http://www.learninggamesforkids.com/vocabulary_
games/contractions.html
Teacher talk (transition): Now that everyone seems well-acquainted with
contractions, we will make something to show what we have learned!
Students will be called back to their desks by table number.
Add-on: If students look like they need a brain break, we will take a few minutes
to dance to a Go Noodle song.
- https://vimeo.com/136807629
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You Do:
The teacher will pass out sandwich bags with the Contraction Kite
activity materials. The students will have the option to
- https://docs.google.com/drawings/d/1hlqN3EVWl4gPqjbJuJYFph4H7lpIowmtG
U_pS-Eu4HQ/edit
An example of the Contraction Kite will be posted in the front of the
room so that the students know what it is supposed to look like.
The directions will be written on a sheet of paper in the included bag with
check boxes next to the two key steps. The teacher will also explain the directions out
loud.
Written Directions: Glue the cut out materials onto
the strip of paper. The pieces must be glued in this order: kite, bow, bow, end.
Look at the word written at the diamond shaped paper and identify the two words
that form the contraction. Write the first word of the contraction in the first bow
and the second word of the contraction on the second bow. Create a sentence
using the contraction and copy it on the last piece of your kite. If you have time,
feel free to use the markers to color your kite and bows!
Teacher talk: First, you may either create a
sentence using your contraction or begin making your contraction kite. After you
complete each step, check the box on your sheet.
While the students are working in groups, the teacher will help students
who are struggling and give positive feedback to all groups.
Students will be able to ask their group partners any questions if they are
not sure what two words make up the contraction.
Teacher talk: (transition): Now that everyone is finished making their
contraction kite, we will wrap up this lesson with some questions to make sure you really
know how contractions work!
Enrichment: Let the students that finish early students make more contractions and use
each in a sentence. Ask them to write them down.
Remediation: Have struggling students match up different contraction word card pairs
for extra practice.

Part Four
Assessment Plans
Formative Assessment: For this assessment, students must write a two to three
paragraph story that includes six to ten of the word contractions they know or have
learned. Once they have completed this, they must draw and color a picture that goes
along with their story.
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Summative Assessment: The summative assessment for this class will be having
the students complete levels 1-3 of the contraction games on learninggamesforkids.com
(Where Does the Apostrophe Go? Contraction Game Un-Contraction Game).
Students will have to interact with every piece of subject matter within the contraction
unit: identifying constituents of contractions (the contraction game), where the
apostrophe should be place (where does the apostrophe go?), and when given the
constituents of a contraction, being able to write out the contraction itself (the uncontraction game). Completing each level which gradually get harder on each game will
be a direct application of what the students have learned. After students have completed
their games they will pair off and review discussion questions that are listed later in the
lesson plan.

Part Five
UDL Implementation
Specific Examples (UDL Educators Checklist):

Multiple Means of Representation

- 1.1 Offer ways to customize the display of information
The students can watch video from screen or tablet.
The students can make the contraction kite either from a google draw document
on a tablet or with paper and other materials.
- 1.2 Offer alternatives for auditory information and 1.3 offer alternatives for visual
information
Anticipatory set: There is closed captioning for the BrainPop video.
Anticipatory set: The teacher will ask questions while writing them on the board
as students watch the video. The teacher will say and write the purpose of
watching the video.
Main activity (I do) : The teacher will write and say should not, shouldnt,
and shouldnt used in a sentence.
Main activity (You do): There will be written (on handout) and spoken
instructions for making the kite.
- 2.2 Clarify syntax and structure
Anticipatory set and Main Activity (I do): There will be a video, and written and
verbal explanation of contractions.
- 2.5 Illustrate through multiple media
Anticipatory set and Main Activity (I do): There will be a video, and written and
verbal explanation of contractions.
- 3.1 Activate or supply background knowledge
Anticipatory Set: There will be guided questions.
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Multiple Means of Action and Expression

4.1 Vary the methods for response and navigation
Main Activity (We do): The class plays a few different games.
4.2 Optimize access to tools and assistive technologies
All Activities: ELL students may use handheld translators.
5.2 Use multiple tools for construction and composition
Main Activity (You do): There will be options for the students to color their bow
and kite.
6.4 Enhance capacity for monitoring progress
Main Activity (You do): There is a checklist of steps for completing the
contraction kite on the handout.

Multiple Means of Engagement:

7.1 Optimize individual choice and autonomy
Main Activity (You do): There are options for the students to work together.
Main Activity (You do): Students may either begin creating a sentence using your
contraction or make their contraction kite.
8.3 Foster collaboration and community
Main Activity (You do): There are options for the students to work together
(potential peer tutoring and support).
9.1 Promote expectations and beliefs that optimize motivation
Main Activity (You do): An example of a proper Contraction Kite will be
provided.
9.3 Develop self-assessment and reflection
Closure: There are questions for students.
Part Six

Closure
Review and clarify the key points of the lesson. What might the instructor and/or
students do/say to bring this lesson to an appropriate conclusion?
The teacher will do a clapping sequence to get the students attention.
The students will clean up their materials through the teacher assigning each
member of the cluster of desks to gather one of the materials: scissors, glue, trash, and
markers and place them in their appropriate containers. If there is a fifth person at a
group, that person will collect the kites and place them on the teachers desk.
The teacher will begin asking questions about the lesson that was just taught. The
questions will be proposed to the whole group and each student will have time to answer.
Questions:
- To answer the questions, what role does an apostrophe play in
contractions?, what is a contraction?, and what did we learn about today?
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students will play the following games and then return to their original partners
and go over the previously listed discussion questions:
- Where Does the Apostrophe Go?
- Contraction Game
- Un-Contraction Game
- Students will have 10 minutes to complete levels 1-3 on each game
(or get as far as possible with the time they have, which should be enough) and
then the 5 remaining minutes will be dedicated to discussion with their partners.
Students will choose one of the contraction games to play on their tablets and
show the teacher their score when they are done (Summative Assessment Option)

Student Assigned Roles

You have an IEP and have ADHD.
You have an IEP and have ADHD.
You are an ELL student. You will be allowed to use a hand-held translator
throughout the class period.
You are an ELL student. You will be allowed to use a hand-held translator
throughout the class period.
You have diabetes and will be allowed to leave briefly to eat a snack.

List of Word Contractions

1.
2.
3.
4.
5.
6.
7.
8.

Cant
Dont
Wont
Couldnt
Wouldnt
Shouldnt
Hes
Shes

13. Youre
14. Weve
15. Thats
16. Isnt
17. Wheres
18. Whos
19. Hows
20. Didnt

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9. Im
10. Ill
11. Hell
12. Shell

21. Its
22. Doesnt
23. Lets
24. Whats
25. Theyll

There are many more contractions that can be found online.

Student Handout
Directions: Check off the steps as you complete them. They do not have to be completed in
number order.
1.
Glue the cut out materials onto the strip of paper. These pieces must be
glued in this order: kite, bow, bow, end cloud.
2. Look at the word written on the diamond shaped paper and identify the two words
that form the contraction.
3.
Write the first word of the contraction in the first bow and the second
word of the contraction on the second bow. Create a sentence using the contraction and
copy it on the end cloud of your kite.
4.

If there is time, use the markers to color your kite and bows!

Kite Template

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