Lesson plan

Subject Pronoun Success

Help your students experience success with subject pronouns! This pronoun lesson plan gives your students the opportunity to clarify noun and pronoun agreement as they work with a list of subject pronouns.
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Students will be able to use the correct subject pronoun to replace the noun in a sentence.

(5 minutes)
  • Engage students by reading the following sentences aloud to the class: Rob went to the store. Rob bought bread. Rob also bought milk and eggs. Rob forgot to buy ice cream before Rob went home.
  • Ask students why it was funny.
  • Suggest to students that it sounded very robotic.
  • Reread it in a robot voice to engage students in figuring out how to fix the robotic mess.
  • Ask students how they can fix the sentences so it doesn’t sound like a robot.
  • Explain to students that good grammar includes speaking and writing in a way that is not robotic. To avoid sounding like a robot, we use pronouns to replace nouns that are repeated.
(10 minutes)
  • Explain to students that today they will be using subject pronouns—pronouns that take the place of the subject of the sentence—to make sentences sound less robotic.
  • Use a document camera to show sentences with blanks. (Example: Josiah went out for a run and ____ twisted his ankle when ____ stepped on a rock.)
  • Model holding up the index cards with subject pronouns written on them to fill in the blanks correctly.
  • Explain the noun and pronoun agreement in each example. (Example: I know that Josiah is one person and it's a boy, so the correct subject pronoun to use in the sentence is "he.")
(10 minutes)
  • Instruct students to take out their response cards with the subject pronouns on them and hold them like they are playing a game of cards.
  • Explain to students that you will display sentences on the document camera, just as you did during the explicit instruction.
  • Instruct students to choose the response card with the subject pronoun that would correctly complete the sentence.
  • Explain to students that you will signal (eg. by counting down 3-2-1) when they should hold up their response card to show the subject pronoun they believe best completes the sentence.
  • Display more sentences with blanks on the document camera. (Example: Taylor and I went to get ice cream, and ____ had a great time.)
  • Call on students to explain the noun and pronoun agreement in each example.
(10 minutes)
  • Distribute a copy of the Grammar Basics: Subject Pronouns worksheet to each student.
  • Remind students of expectations during independent work time.
  • Circulate while students complete the worksheet, checking in and asking students to explain their answers.


  • Give students a smaller amount of pronoun choices for each example so options are narrowed down.


  • Challenge your advanced students to write sentences in the fill-in-the-blank format, making sure they have clues in the sentence so someone else can figure out the correct pronoun to use.
  • For advanced students, provide them with access to the Noun Pronoun Agreement exercise to practice using different types of pronouns.
(5 minutes)
  • Collect the completed Grammar Basics: Subject Pronouns worksheets.
  • Complete a Four Corners check for understanding activity:
    • Place four subject pronouns response cards around the classroom: I, she, they, it.
    • Display three more sentences and instruct students that they will get out of their seat to move to the correct subject pronoun card that best completes the sentence. (Example: Dennis and Maria went to the car wash, and ____ waited patiently while the car was cleaned.)
(5 minutes)
  • Distribute an index card or sticky note to each student.
  • Instruct students to complete the following exit ticket task:
    • Rewrite the following sentence using a subject pronoun: Christopher went to the basketball game after school.

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