Whose and Who's

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Objective

SWBAT discover when to use the words "whose" and "who's."

Big Idea

Students learn when to use the words "whose" and "who's."

Narrative

1 minutes

Introduction

4 minutes

I begin the lesson by explaining to my students that today we will examine the words "whose" and "who's."  These words are homonyms.  They sound the same, but have different spellings and meanings.  Whose is a possessive pronoun.  It shows ownership.  The word 'who's is a contraction that means "who is."  Both "whose" and "who's" can be used to ask questions.

Practice

10 minutes

I use the gradual release of modeling, guided practice, and independent practice to help students to master this lesson.  I use the attached Powerpoint presentation.  I do slides 2-4.  We do slides 5-7.  Students work independently to complete slides 8-11.

Study Bee

20 minutes

For this portion of the lesson, we do a study bee.  I have students line up across the room like for a spelling bee.  I, then, write both the words "whose" and "who's" on the board.  I point to one of the words and ask the first student to use it correctly in a sentence.  We go through one round.  In the next round, I ask the first student to use one of the words in a sentence.  The second person has to listen to the sentence and spell the correct word the person before him/her has used in a sentence.  We go through a complete round.  We continue alternating these two rounds until one student is left standing.  The last student is the winner.

Writing Activity - Twenty Questions

20 minutes

For this portion of the lesson, I have students work with a partner.  Each partner writes ten questions each - five using the word "whose" and five using the word "who's."  The partners then exchange questions and write answers to the questions.  This portion of the lesson builds on my scholars' naturally inquisitive nature.  They enjoy the activity because it allows them to collaborate with a peer while working on mastering the content of the lesson.

Closure

5 minutes

We close the lesson with students completing an exit ticket.  The exit ticket gets immediately to the heart of the lesson.  Having my students to complete the exit ticket will allow me to quickly, effectively, and efficiently determine which of them understood the lesson and which did not.  With this check for understanding, I can see that those students who did not understand are candidates for reteaching and interventions.  Those students who did understand the lesson are candidates for enrichment work.