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LO: to use possess apostrophes

LO: to use capital letters and full stops

Starter: 3min

REMINDER:
o Carpet rules
o Star of the day TA Role
o Smelly pencils
Talk note of orange
and red table chn
o Children to answer three questions on sheet about possessive apostrophe who don’t get It

(walk around and see who remembers how to use them- - take note of those that
don’t remember). AFL -OPP

Names of those who didn’t get it

Success criteria: 3min


Explain the SC is a tick list and will be referred to throughout the lesson – AFL OPP (get the chn to thumbs
up/down for each one)

1. I know what a possessive apostrophe is.


2. I can spot where the possessive apostrophe should be.
3. I can confidently use a possessive apostrophe.

Blues – gone through with TA (taken note of thumbs down) – AFL OPP
1. I know when a capital letter and full stop are used.
2. I can spot where they need to be used.
3. I can confidently use a capital letter a full stop in a sentence.
Names of thumbs down

Teach: 10min
TA Role
Who knows what possess means? TP
Out with blue table
(used when something belongs to someone)
table doing pre-
Who knows what a possessive apostrophe is? TP
teach on capital
(an apostrophe used when something belongs to someone)
letters and full stops
and sc
Who can remember where the apostrophe goes in my sentence? TP
(Sam’s toy car was broken.)
(Mittens’ paws were very cold.) – if the word ends in an s then the apostrophe goes after

Model activities – children to create a sentence using word bank – model using work bank
HA – to figure out if a possessive apostrophe is needed and draw it in.
MA – children to put the possessive apostrophe where needed
LA – to create and correct the sentences.

Practise it: 5min


TA Role
T: work with yellow table and check up on blue table
Sit with green table
o Do they know why they are putting the apostrophe/capital letter full stop and support the
There activity – question
o Can they justify it to me understanding by
asking why they are
putting the
apostrophe in a
certain place
Mini plenary: 3/5min
Address any misconceptions

Go over success criteria again see if any less thumbs down – AFL OPP

Model apply it activity

Explain they have to spot

HA – rewrite sentence correctly


MA – fill in the missing word, see which sentence right or wrong, rewirte sentence
LA – tick the right one, rewrite, write own

Apply it:
T: sit with green and blue question their understanding and whether they are justify why they putting the
grammer there

TA: sit with yellow table support activity – ask why they are putting apostrophe there – can they justify
themselves
Plenary: 5min

Go over over SC -AFL OPP


Name children thumbs down

(fluffies dog collar was wet and muddy) – if time get children correct in TP

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