I begin the grammar lesson by writing the words "your" and "you're" on the whiteboard and explaining to students that today we will learn the difference between the words "your" and "you're." I tell them that "your" and "you're" are homophones. Homophones are words that sound the same, but have different spellings and different meanings. "Your" is a possessive pronoun. It means something that belongs to you. "You're" is a contraction that means "you are." I explain to them that if they are unsure of which word to use simply try using "you are" in the sentence. If "you are" makes sense in the sentence, then they can use the contraction "you're." If the sentence is referencing ownership of something, then use the possessive pronoun "your." Next, we do some guided practice (see attached Powerpoint presentation). I use the "I do," (1-3) "we do," (4-6) and "you do" (7-10) instructional strategy as we go through the Powerpoint presentation. I have found this instructional strategy to be an effective method of gradual release for learners.
Next, I have students to write five sentences using the word "your" correctly and write five sentences using the word "you're" correctly. I model constructing these kinds of sentences by writing one of each kind on the whiteboard. (Don't forget your coat today. You're going to need it because it is cold outside.) I ask them to underline "your" and "you're" in each sentence. I ask them to please have a partner to check their sentences when they are done.
To close the lesson, we go around the classroom and each scholar shares one sentence using the word "your" correctly and one sentence using the word "you're" correctly. The class evaluates whether or not the scholar has used the words correctly.