Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: English
Semester: 2
Period: 6
Week: 35
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 3
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Grammar, Word Origins & Constructive Writing
Sub-topic: Contractions, conjunctions, word origins, BCR writing
Learning Objectives
By the end of the lesson, students should be able to:
Identify and form contractions (I’m, don’t, won’t, they’re)
Use conjunctions (and, but, or, because, therefore) in sentences
Research and identify word origins
Develop Brief Constructive Responses (BCRs) with clear main ideas and details
Previous Knowledge
Students already know how to write simple sentences and short compositions
Instructional Materials
English Language textbook for Grade 3
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes sentences with and without contractions: “I am happy” / “I’m happy.” Learners identify the difference.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
- Definitions and Detailed Explanations (10 minutes)
🔹 Contractions
Contractions are shortened forms of two words combined by omitting certain letters and replacing them with an apostrophe (’). They make speech and writing quicker and more natural.
Examples:
- I am → I’m
- Do not → don’t
- Will not → won’t
- They are → they’re
- She is → she’s
- We have → we’ve
Explanation:
The apostrophe shows where letters are left out. For example, in don’t, the “o” in “not” is removed.
🔹 Conjunctions
Conjunctions are words used to join sentences, phrases, or ideas to make writing smooth and connected.
Common Conjunctions:
- and (adds information)
- but (shows contrast)
- or (gives choices)
- because (gives reasons)
- therefore (shows result)
Examples:
- I like apples and oranges.
- She was tired, but she finished her work.
- Would you like tea or coffee?
- He stayed inside because it was raining.
- The team practiced hard; therefore, they won the game.
🔹 Word Origins
Many English words come from other languages. Knowing the origin of a word helps us understand its meaning and spelling.
Example:
- Manuscript comes from Latin:
- manu = hand
- script = write
So a manuscript is something “written by hand.”
Other examples:
- Telephone (Greek: tele = far, phone = sound)
- Biology (Greek: bio = life, logy = study of)
🔹 Brief Constructive Responses (BCRs)
BCRs are short written answers that clearly state a main idea and support it with at least one detail or example.
Example Question:
Why do people read folktales?
Example Answer:
People read folktales to learn morals and understand their culture. For example, the story of the tortoise and the hare teaches about patience and persistence.
Key Points for BCRs:
- Start with a clear main idea.
- Support it with facts, examples, or reasons.
- Write in complete sentences.
- Teacher Modeling and Examples (5 minutes)
- Write a few sentences with contractions on the board (e.g., “I am happy” → “I’m happy”).
- Show how to join two sentences with conjunctions (e.g., “I like cake. I like ice cream.” → “I like cake and ice cream.”)
- Explain the origin of “manuscript” with the Latin roots on the board.
- Model writing a BCR: Read the question aloud, then write a sample answer, highlighting the main idea and supporting detail.
- Learners’ Activities (Expanded) (10–12 minutes)
✅ Activity A: Contraction Matching Game
- Provide word cards with pairs (e.g., “do not” and “don’t”).
- Learners work in pairs to match the full form to the contraction.
- Then write sentences using contractions.
✅ Activity B: Sentence Joining with Conjunctions
- Give learners pairs of simple sentences.
- They rewrite sentences joining them using conjunctions.
- Examples:
- “She likes dogs. She likes cats.” → “She likes dogs and cats.”
- “He wanted to go outside. It was raining.” → “He wanted to go outside, but it was raining.”
✅ Activity C: Word Origins Research
- Provide a list of common words (e.g., manuscript, telephone, biology).
- Learners use dictionaries or classroom resources to find word origins or guess based on roots.
- Share findings in small groups.
✅ Activity D: Write a Brief Constructive Response (BCR)
- Present a simple question related to a class topic (e.g., “Why is reading important?”).
- Learners write 2–3 sentences answering clearly with a main idea and supporting detail.
- Volunteers read their BCRs aloud.
- Assessment Checks
- Contractions: Learners correctly match and write contractions in sentences.
- Conjunctions: Learners accurately join sentences using appropriate conjunctions.
- Word Origins: Learners identify roots and explain meanings with some accuracy.
- BCR Writing: Learners produce short responses with a clear main idea and supporting detail.
- Notes (Expanded & Detailed)
- Contractions help writing and speaking sound natural and informal. Teach the role of the apostrophe clearly to avoid confusion.
- Conjunctions are essential for sentence variety and coherence in writing. Encourage learners to use a variety of conjunctions.
- Word Origins deepen vocabulary understanding and help learners decode unfamiliar words by recognizing roots. Use visuals or word trees for clarity.
- Brief Constructive Responses develop critical thinking, clarity, and writing skills. Emphasize the importance of supporting the main idea with examples or reasons.
- Provide extra support or sentence starters for learners who struggle with writing BCRs.
- Use peer feedback for BCRs to foster collaboration and editing skills.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises contractions, conjunctions, and BCR writing process with examples from learners.
Evaluation Method (Expanded):
Exit slip/quiz: Write two contractions and one sentence using a conjunction
Assignment (Expanded):
Write one BCR answer to: “Why is reading important?”
Follow-up Activity:
Learners play junior scrabble games with target vocabulary words
Differentiation / Inclusive Strategies
Give weaker learners sentence starters for BCRs
Encourage advanced learners to write longer BCRs with examples
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low