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6th grade: Pronouns

Megan Crowder
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Last Updated: 6:31PM Today

About This Lesson


DESCRIPTION
Students will be exploring the use of subjective and objective pronouns, both singular and plural, in order to use them in their future
writing.
This lesson is written for a self contained 6th grade English class made up of five students, all with IEP's.

PREREQUISITES
Students should have a basic understanding of nouns before exploring pronouns.

ESTIMATED TIME
45 minutes

Potential Use
PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:

Classroom Instruction, Small Group


6
English/Language Arts
English Language Arts
Reading: Literature
Range of Reading and Level of Text Complexity
RL.6.10 (grade 6): By the end of the year, read
and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
Language
Conventions of Standard English
CCSS.ELA-Literacy.L.6.1 (grade 6): Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.
Knowledge of Language
CCSS.ELA-Literacy.L.6.3 (grade 6): Use
knowledge of language and its conventions when
writing, speaking, reading, or listening.
Speaking and Listening
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.6.1 (grade 6): Engage
effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing
their own clearly.
Writing
Text Types and Purposes
CCSS.ELA-Literacy.W.6.3 (grade 6): Write
narratives to develop real or imagined experiences
or events using effective technique, relevant
descriptive details, and well-structured event
sequences.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.6.4 (grade 6): Produce
clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Range of Writing
CCSS.ELA-Literacy.W.6.10 (grade 6): Write
routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.

Goals
INSTRUCTIONAL GOALS
The goal of this lesson is for students to understand what pronouns are, and to be able to use them correctly in a sentence. This
includes reflecting correct shifts in pronoun number and person.

OBJECTIVES
Students will apply their knowledge of pronoun usage to a portion of the text that reflects correct shifts in pronoun number and
person.

VARIABILITY
PBIS Tracs will be administered to all studentsfor positive behavior and participation. These tickets encourage students to stay focused and
engaged. They also help create a risk free environment, along with the teacher's attitude, because students are willing to try in order to earn "Tracs"

Each activity contains both visual and tactile manipulatives. Thesentences being analyzed are always provided in text format as well as
read aloud. The students are also able to display her knowledge through nonverbal responses such as choosing the appropriate pronoun
written on the pizza topping, touching the correct pronoun on the sentence strip, or by giving written or drawn responses.

To keep Student S engaged, she is assigned an Instructional Assistant who she shares with Student J. The more opportunities for
individualized instruction gives them both a chance for more recognition and assistance. During the guided practice portion of the lesson,
the IA will be running one of the stations. Students S and J will have an opportunity to work with their IA, as well as the other two teachers
in the room on a smaller ratio scale. Student S and Student J will also be partnered with a higher performing, kind student to encourage
them to stay on task and provide them with postitive peer interactions.
There are structured points in the lesson for the students to get up and move. During the visually and musically stimulating video, the
students are able to get out of their seat for a "brain break" or "wiggle time," yet they are still learning. Getting involved physically will help
the students stay engaged. In between each activity, students are required to stand up and move to the next station. This also allows the
student the opportunity to stretch in between activities.
The lesson does not require much writting and because it is a Language Arts class, where students get to explore writing, scribes will only
be used as needed.
The summative assessments both have a graphically organizer word bank and symbols to display the pronouns.

IEP Accommodations:
Student S
1-F: Human Reader or Audio Recording for Verbatim Reading of Entire Test
1-L: Text to Speech Software for Verbatim Reading of Entire Test
1-O: Visual Cues
2-A: Scribe
2-H: Monitor Test Response
2-L: Visual Organizers
2-M: Graphic Organizers
3-A: Extended Time time and a half
3-B: Multiple or Frequent Breaks
4-A: Reduce Distractions to the Student
4-B: Reduce Distractions to Other Students
Student J
1-F: Human Reader or Audio Recording for Verbatim Reading of Entire Test
2-A: Scribe
3-A: Extended Time (Time and a half)
3-B: Multiple or Frequent Breaks
4-A: Reduce Distractions to the Student
4-B: Reduce Distractions to Other Students
Student D
1-G: Human Reader or Audio Recording of Selected Sections of Test
2-A: Scribe
2-D: Electronic Word Processors
2-M: Graphic Organizers
3-A: Extended Time (Time and a half)
3-B: Multiple or Frequent Breaks
4-A: Reduce Distractions to the Student
4-B: Reduce Distractions to Other Students
Student M
2-H: Monitor Test Response
2-M: Graphic Organizers
3-A: Extended Time time (100%)

4-A: Reduce Distractions to the Student


Student A
1-G: Human Reader or Audio Recording of Selected Sections of Test
2-A: Scribe
2-G: Respond on Test Book
2-H: Monitor Test Response
2-L: Visual Organizers
3-A: Extended Time (100%)
3-B: Multiple or Frequent Breaks
4-A: Reduce Distractions to the Student
4-B: Reduce Distractions to Other Students

Assessments
FORMATIVE ASSESSMENTS
Preassessment:
During the introduction, can the students correctly identify what nouns and pronouns are verbally, or by writing/drawing on their
whiteboard?
Formative Assessments:
After the video, can students provide examples of pronouns kinesthetically (on the board with chalk or sticky notes) or verbally?
Station 1:
Can the students identify both correct and incorrect usage of pronouns verbally or kinesthetically by sorting the sentence strips under
the green/correct or red/incorrect categories?
Can the students correct the improper sentences by inserting the appropriate pronoun? Students can do this by pointing or placing the
appropriate pronoun strip over the incorrect pronoun, verbally telling the instructor the appropriate pronoun, or writing the appropriate
pronoun on the individual whiteboard.
Station 2:
Can the students sort the pronouns as either singular or plural?
Can the students match the pronouns to the appropriate nouns?
Station 3:
Can the students correctly identify the missing pronoun toppings on the cloze passge pizzas?

SUMMATIVE ASSESSMENTS
Students will be able to pick one of the following:
1. Students complete the cloze passage by correctly using the corresponding pronoun.
2. Students correct the mistakes in the passage provided.
*note: students will be able to reference the pronoun cards they manipulated in station 1

Instructional Methods
OPENING
Introduction
5 min:
Students will be asked to turn and talk to their classmates about what a noun is. When students think they have an idea, they will be
directed to write or draw their ideas on the personal whiteboards provided. Students will be reminded not to use the entire board for
their nouns because they will be using it again shortly for pronouns. The teacher may divide the whiteboard for students to outline a
clear distinction.The class will regroup, share their depictions, and the teacher will review that a noun is a person, place or thing. While
explaining, the teacher will draw a picture of each part of the noun onto the class whiteboard. Then the teacher will explain to the class
that today they will be learning all about pronouns. The teacher will ask students to think or predict what a pronoun is in order to
activate prior knowledge.
Hook
9 min:
The teacher will play a short video about pronouns. The students will be encouraged to get out of their seats and dance if they feel
the need to move during the clip. The students will be reminded to listen during the video for what a pronoun is. After the clip, the class
will regroup and discuss that a pronoun is something that replaces a noun and that they are important because they are used to make
our writing more simple, or fluent.
The teacher will ask the class to list some examples of pronouns, possibly ones they heard in the video, onto their personal

whiteboards. The students will then be instructed that the pronoun must agree with the corressponding noun (singular vs plural). The
teacher will choose a noun drawn on her board before the video. She will ask the students to provide a pronoun to take the place of
each chosen noun. The teacher will write these examples around each drawing on the board for the class to see.

DURING
Guided Practice
21 minutes total
Students will break into stations to explore the usage of pronouns.A timer will be displayed to guide students for how much time they
have for each activity.
Here students will explore the differences between singular and plural pronouns.

Station 1:
7 min:
Check my work: Here students will listen to the sentence read by the teacher and identify the correct and incorrect usage of pronouns.
When students are listening, or following along on the sentence strip provided, students will be asked to sort the sentence strips as
correct or incorrect. The red area will be for incorrect and the green area will be for correct pronoun usage. Students may also give
verbal feedback. Students will then correct the sentence provided by writing on their whiteboards, picking or pointing to the correct
pronoun strip provided, or telling the station instructor.
Station 2:
7 min:
Sort and Match: Here students will be provided with singular and plural, subjective and objective pronouns. They will learn that singular
means one, and plural means two or more. Then they will sort the pronouns on the ipad app Educreations, based upon that criteria.
They will also learn that subjective pronouns replace the subject and objective pronouns replace the object. On the ipad, they will see
under "Subjective" are the lines " ___did." Students will need to fill in what sounds right from the choices in the word bank below the
phrases. The teacher may choose one pronoun, "I" for example, and read it aloud to the students: "I did." Then she will ask them if that
sounds correct. The students will agree and keep "I" under the subjective collumn. They will then be asked if "I" is singular or plural,
one or more. The students may reference the pictures provided on the ipad chart. Then she will say "Me did" and ask the students if
that sounds correct. Since it does not fit there, the teacher will read it in the objective phrase, "Give that to ___," adding "me" in the
blank provided. The students will agree, then the teacher will ask whether it is singular or plural, and placing it in the correct space
provided. The students will go through the entire list, sorting pronouns based on whether they are subjective or objective, and then
whether they are singular or plural.
Station 3:
7 min:
Pronoun Pizza: Here students will be provided with 4 pronoun pizza's, each containing a cloze passage from the novel. Each topping
will represent a category.Subjective will be meats and objective will be vegetables. The singular pronouns will be one topping and the
plural pronouns will be two toppings.
Singular subjective will be pepperoni, plural subjective will be sausage bits.
Singular objective will be mushrooms, plural objective will be green peppers.
Each topping will have an appropriate pronoun written on it, based upon the categorization explained above. Students will be required to
choose the correct topping to insert in the blanks of the sentences written on the slices of pizza.Students must pay attention to the nouns in the
passage in order to identify the correct pronoun. To differentiate, the instructor may have the students place an underline chip, or "extra cheese
sprinkle" under the noun to make it easier to identify which appropriate pronoun topping belongs.

CLOSING
Review
3 min:
The class will regroup and the students will briefly recap what was learned today. They will describe what a pronoun is and then tell
the purpose for using pronouns. Students will be asked to list a few examples of pronouns.
Synthesize
7 min:
The students will choose between 2 choices to complete the summative assessment. They will be able to complete a cloze
passage or circle and fix the errors of the passage provided. Both forms of assessment will have summary sentences from chapters 8
and 9 of "The Cay" by Theodore Taylor. Students will be able to use a word bank in order to complete the assessment.
When students finish, they will place their work in the folder which best corresponds to their overall confidence of the lesson.
Green being "I got it!"
Yellow being "Almost"
Red being "Not sure"

Author's Reflection
The summative assessment revealed that every student grasped the concept of pronouns at the end of the lesson.
Almost each student was able to complete the exit ticket with 100% success, just one student got one question
wrong. One of the students with autism was having difficulty completing the exit ticket 'I spy,' which she chose.
This choice mainly relied on verbal communication skills with her IA. I knew that she understood the concept
because of her surprising active participation throughout the lesson. I wanted a true assessment of what she
learned so I switched gears and gave her the 'Cloze Passage' summative assessment for her to fill in the pronoun
in the blank. I also gave her the pronoun cards from station 1. I read each sentence, pausing in the blanks, and
then presented the student with three pronoun card options. The student was then able to correctly identify each
pronoun for the entire worksheet.
Student J did display some defiant behavior, but I handled his arguments in a calm, collected, and firm manner
which he was extremely responsive to. He was able to not only remain in the classroom, but he was able to
remain engaged, and learning the entire lesson. These days are few and far between with student J. Having him
stay in the classroom for an entire class period is a task in itself, but to have him actively participating with a
positive attitude is a side of him we haven't seen. I learned through this that attitude is everything. Our feelings
project outwards whether we are conscience of it or not. The student does not intimidate me, and I know that deep
down he is a wonderful sixth grader. Children can sense the way you feel about them. Because I treated student J
fairly, kindly, and gave him clear directions and reasonable consequences, he was able to follow along with my
direction. I also gave him multiple opportunities to experience success to build upon that positive behavior, rather
than dwell on the negative. I believe that focusing on the positive is so much more effective, and this lesson
enforced those beliefs based upon his success.
I was also extremely pleased by the amount of active participation with each student, specifically students S and J.
Throughout the semester, students S and J very rarely participate in class. Because of the multiple means of
representation, action/expression and engagement, students were constantly able to demonstrate their
understanding. It was amazing to see them actively learning for once! This lesson just reinforced the true
importance of UDL. I was able to be creative and have fun with the lesson, and in return, the students were
engaged, learning and had fun! When learning and fun can come together, that is where true success occurs. As
they say, "teachers who love teaching, teach children to love learning." Building rapport and presenting information
in a postitive manner are two big motivations to help capture the students attention from the start. It is so
imperative to establish that purpose for learning.

Materials
MATERIALS AND SUPPLIES
-Pronoun Music Video (Intro)
-Station Directions
-Pronoun Pizza Cloze Passages
-Pronoun Toppings labeled with pronouns
-Pronouns: I, You, It, He, She, Him, Her, Us Them, We, They, Me
-Sentence Strips
-Pronoun Strips
-Green strip for Correct
-Red Strip for Incorrect
-White Boards
-Dry Erase Markers
-Projector
-Highlighters
-Summative Assessment 1
-Summative Assessment 2
-Red Folder
-Green Folder
-Yellow Folder

RESOURCES INCLUDED
Pronoun Music Video Web Page
Why it's included:
To introduce pronouns to the class
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Last Updated: October 27, 2014

Summative Assessment 1: Cloze Passage Other


Why it's included:
To assessment the students at the end of the lesson
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Last Updated: October 29, 2014

Summative Assessment 2: I spy Other

Why it's included:


To assess the students at the end of the lesson
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Last Updated: October 29, 2014

Pronoun Sentences Other


Why it's included:
These are the sentences used to create the activities and summative assessment.
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Last Updated: October 29, 2014

Station Directions Other


Why it's included:
For the students and teachers to follow the steps at each station.
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Comments

Last Updated: October 29, 2014