L esson Plan P lan Te T emplate mplate – E E D 3501 (V ersio rsi on C) Lesson Title/Focus
Parts of Speech: Pronouns
Date
December 4 – 6, 2017
Subject/Grade Level
Grade 6 Language Arts
Time Duration
45 min
Unit
Parts of Speech
Teacher
Cassie Rapuano
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Specific Learning Outcomes:
4. Students will listen, speak, read, write, view, and represent to enhance the clarity a nd artistry of communication. 5. Students will listen, speak, read, write, view, and represent to respect, support, and colla borate with others. 4.1 Enhance and Improve - Enhance Legibility - Expand knowledge of language - Enhance Artistry 4.2 Attend to Conventions - Attend to grammar and usage - Attend to spelling - Attend to capitalization and punctuation 5.2 Work within a Group - Cooperate with others -Work in group
LEARNING OBJECTIVES Students will: 1. Demonstrate understanding of the various types of pronouns and when to use them by collaborating as small groups to complete multiple worksheets in a competitive, game-like format.
ASSESSMENTS Observations:
Key Questions: Questions:
Products/Performances:
Students paying attention to teacher instruction a nd participating in class discussions Students participating in group activities Students engaging in lessons What are the various types of pronouns? When do you use each type of pronoun?
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
www.edhelper.com grammar.yourdictionary.com Alberta Program of Studies Exercises in Grammar by On the Mark
White board and marker Worksheets on pronouns
PROCEDURE Prior to lesson
Write on board: They went went to the store. I am very tired. David gave the gift to her. You think You think too much. Sally wanted wanted to go too. Maybe John John doesn’t know the answer? Gracie, Jill, and Fred love love to dance. My father is very strict about my father’s rules. father’s rules.
Adapted from a template created by Dr. K. Roscoe
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L esson Plan P lan Te T emplate mplate – E E D 3501 (V ersio rsi on C) Set up board with: (For Activity 2) To be filled in as a class: Pronoun Antecedent 1 he John 2 Who none 3 herself Mom 4 Anyone none 5 her Mrs. Ferguson 6 that none 7 his Terry Fox 8 themselves scuba divers 9 This project 10 Somebody none
Attention Grabber Assessment of Prior Knowledge
Kind of Pronoun Personal Interrogative Reflexive Indefinite Possessive Demonstrative Possessive Reflexive Demonstrative Indefinite
Print 3 worksheets (2-4 copies per class) for group competition Print off pronoun table (1/student) Print off sentences for collaborative work on board (10 copies, can work in pairs at desk) Introduction Time Do you all feel comfortable using nouns and verbs? 2 minutes Ask: What is a noun? (Call on one students) When do you capitalize a noun? (Call on 1 -3 students)
Review Review Marked Quiz (verbs)
Expectations for Learning and Behaviour
Transition to Body
Learning Activity #1 Teacher Instruction What is a pronoun?
What is a verb? (Call on 1-3 students to list 3 types) How many verb tenses are there? (Call on 1-4 students to list all 4) Tell class: you will be reviewing the quiz on verbs if you are not happy with your grade, there will be another quiz on pronouns and adverbs so they can improve their grade, and earn stickers, this way Hand out quiz and review as a class Answer any questions the students have as you go Actively and quietly listening to instruction Participate in class discussion of previous knowledge Participate in filling in pronoun chart NA Say: Today we are going to move on to pronouns. Does anyone know what a pronoun is? (Wait at least 25 seconds to see if anyone answers) Body Explain: A pronoun is a word that replaces a replaces a noun in a sentence. For example, instead of saying saying ‘Johnny went to the store’ (WRITE ON BOARD) you could say ‘He went to the store.’ (REPLACE JOHNNY WITH HE) have to say Johnny multiple times, but you can use This way, you don’t have pronouns to change the language. You use a pronoun when you already have named, or you understand, the noun. So you must already know WHO Johnny is before you can say ‘he’. If you just said ‘He went to the store.’ No one would know who ‘he’ is. Johnny is the noun that replaces the pronoun and this is called the antecedent.
10 - 15 minutes
Time
15 - 25 minutes
There are many different types of pronouns: Personal Pronouns: Pronouns : replaces the noun/subject in a sentence Adapted from a template created by Dr. K. Roscoe
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L esson Plan P lan Te T emplate mplate – E E D 3501 (V ersio rsi on C) -
shows the person or thing that lives out the verb or the verb is being done to them Examples: I, he, she, it, they, we, you, me, her, us Three types of ‘persons’: First person who is speaking (I, me) Second person who is being spoken to (you, your, yours) Third person who is being spoken about (he, she, it) Explain the pronoun in the following sentences and ask: a. What could the antecedent be? b. What person is the sentence in? They went went to the store. (Third) I am very tired. (First) David gave the gift to her. (Third) You think You think too much. (Second) Ask: a. What is the noun in each sentence? b. What pronoun could you use to replace the noun? Sally wanted wanted to go too. (She why wouldn’t you say ‘her?) Maybe John John doesn’t know the answer? (he) Gracie, Jill, and Fred love love to dance. (They) My father is very strict about my father’s rules. father’s rules. (his why his?) How to tell which pronoun is correct: Ask Would you say ‘Me and him had a fight.’ Or ‘He and I had a fight.’? (call on 1-2 students) To test what you should say, try the sentence with o ne pronoun at a time. Me had a fight? Or I had a fight? Him had a fight? Or He had a fight? So put them together and you get ‘He and I had a fight.’ Possessive Pronouns: Possessive Pronouns show ownership. They do not use an apostrophe to show ow nership Mine, yours, ours, theirs, his, her, its Example: I have have brown eyes. Why is it possessive? What could the antecedent be? Indefinite Pronouns: These pronouns do not tell you about a specific noun but refer to things or people in general. Few, everyone, all, some, anything, nobody Example: Everyone is Everyone is already here. ‘everyone’ rather than listing everyone that is there a lready Reflexive Pronouns reflects back on or refers to itself myself, ourselves, yourselves, himself, itself Example: Sally, Jake, and Mandy decided to complete it themselves. reflects back on Sally, Jake, and Mandy Demonstrative Pronouns used to point out a specific person or thing this, that, these, those Example: This doesn’t seem like much fun. ‘This’ refers to what the subject is doing rather than explaining it Adapted from a template created by Dr. K. Roscoe
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L esson Plan P lan Te T emplate mplate – E E D 3501 (V ersio rsi on C) Interrogative Pronouns asks a question who, whom, whose, what, which Example: Whose shoes Whose shoes are these? Or What is is that? ‘Whose’ refers to a person ‘What’ refers to an object That is a lot of pronouns! Do you have any questions? Reiterate that the important thing to remember about pronouns is that a pronoun replaces a noun, noun, you just need to remember what type of pronoun can replace each type of noun. Teacher Notes: Assessments/ Differentiation
Learning Activity #2 Fill in the chart – class collaboration
Explain Instructions: I will hand out a list of 10 sentences to the class You can look at them with your partner at your desk We will fill in the chart on the board as a class I will give each of you a ‘cheat sheet’ to refer back on for each type of pronoun I will ask for the answer from each group, DO NOT call out the answers Ask if there are any questions Hand out the sentences and cheat sheets Complete the chart on the board Ask if there are any further questions
15 minutes
Teacher Notes: Assessments/ Differentiation
Learning Activity #3 Group Competition
Explain: Sometimes the pronouns come in groups of very similar words Their (ownership), there (place there (place or position), they’re (contraction: they are) It (object/item), (object/item), its (ownership), it’s (contraction: it is) Your (belonging to/associated with person being spoken to), to) , are), yours (ownership) you’re (contraction: you are), Explain Rules: I will split you into groups of 2-3 (depending on number of students that day) In your group you will complete a worksheet The first group to get their worksheet done 100% correctly will get a sticker You all must work together and all contribute If not everyone is contributing you will work on these individually Ask if there are any questions
25 – 45 minutes
Split students into 2- 3 groups (tell each group to designate a ‘writer’) Hand out one sheet to each group
Start when you say ‘go’ until one group is 100% correct Adapted from a template created by Dr. K. Roscoe
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L esson Plan P lan Te T emplate mplate – E E D 3501 (V ersio rsi on C)
Reflections from the lesson
Adapted from a template created by Dr. K. Roscoe
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