December 29, 2017
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by Caitlin Hardeman

Lesson plan

Sort Through Pronouns

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Students will be able to identify pronouns as either subject or object pronouns.

(5 minutes)
  • Create a T-chart on the board, labeled "Pronoun" and "Not Pronoun."
  • Display a list of words (e.g. computer, he, I, bird, run, it, them, us, she, they, acorn, pen, drive, me).
  • Ask students to help you sort the words into the two sections of the T-chart.
  • Review the definition of pronoun as a word that replaces a noun in a sentence.
  • Explain to students that today's lesson will not only focus on words that are pronouns, but it will delve deeper into two main types of pronouns: subject and object.
(10 minutes)
  • Introduce students to a subject pronoun, and define it as a personal pronoun that is used to replace the subject of a sentence.
  • Give students a list of subject pronouns by creating an anchor chart. (Optional: Have a pre-made chart to show students). Subject pronouns include: I, you, he, she, it, we, they.
  • Introduce students to an object pronoun, and define it as a personal pronoun that is used to replace the object of the sentence.
  • Add a list of object pronouns to the anchor chart. Object pronouns include: me, you, him, her, it, us, them.
  • Display example sentences with pronouns in them. (Example: I sat on the bench. The coach gave us a gameplan.)
  • Model picking out the pronoun in each sentence. (Example: I, us)
  • Label each pronoun as either subject or object. (Example: I = subject, us = object)
(15 minutes)
  • Explain to students that they will be working as teams to read sentences that contain pronouns. It is the team's job to identify the pronoun and then classify it as either a subject pronoun or an object pronoun.
  • Divide students into small groups.
  • Give each group a baggie or envelope of six sentences with pronouns. These can be written on sentence strips or typed and cut out for the students.
  • Distribute one T-chart to each group, with columns labeled "Subject Pronouns" and "Object Pronouns."
  • Tell groups that they will glue or tape each sentence to the correct section on the T-chart based on the type of pronoun that is used in the sentence.
  • Circulate while groups work.
  • Gather students back together as a class to review each group's chart.
  • Share any interesting discussion you overheard while circulating during this time.
(10 minutes)
  • Distribute a copy of the Subject and Object Pronouns worksheet to students.
  • Explain the instructions to students, explaining that they will pull the pronouns from the sentences to sort into the correct column.
  • Remind students of the classroom expectations during independent work time.
  • Circulate during this time to offer support and monitor student progress.

Support:

  • Support your struggling learners by giving them the opportunity to play the Sentence Builder: Pronouns game.
  • Offer assistance by giving struggling students a personal pronoun anchor chart similar to the one created during the explicit instruction.

Enrichment:

  • For advanced students, give them the opportunity to take their knowledge of pronouns to the next level. Use the Noun Pronoun Agreement exercise to give students practice choosing the correct pronoun to be used in a sentence.
(2 minutes)
  • Collect the Subject and Object Pronoun worksheet.
(3 minutes)
  • Explain to students that they will have two motions to do during the closing of this pronoun lesson.
  • Determine one hand motion or body movement to signal "subject pronoun."
  • Determine a different hand motion or body movement to signal "object pronoun."
  • Display one sentence with a pronoun at a time.
  • Call on a non-volunteer to identify the pronoun in the sentence.
  • Direct the class to do the hand motion or body movement that indicates the type of pronoun.

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