Robin A. Welsh English III Enriched Lesson Plan T.I.S.D

Robin A. Welsh English III Enriched Lesson Plan T.I.S.D TEKS Lesson Plan Texarkana Independent School District

Teacher: Robin Welsh Subject/Course: English III Enriched Grade: Grade 11 Time Frame: 45 minutes

Lesson Plan Number: 150

Topic/Process: Pronoun-Antecedent Agreement

Textbook: Glencoe Writer’s Choice: Grammar and Composition, Grade 11, pages 632-636

Texas Essential Knowledge and Skills (TEKS): (3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to:

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun- antecedent agreement, verb forms, and parallelism;

(D) produce error-free writing in the final draft.

TAKS: 5-3b, 6-3b

Concepts: Enduring Understandings/Generalizations/Principles The student will understand that:

Number/Gender It is important that pronouns agree with their antecedents in number, gender and person.

Collective nouns When the antecedent of a pronoun is a collective noun, the number of the pronoun depends upon whether the collective noun is meant to be singular or plural.

Sequence of Activities (Instructional Strategies):

1. Journal focus: Write these sentences, underlining the pronouns and labeling their antecedents. The THS band members awarded Joe Smarter and Shawn Low the prize for their excellent trumpet solo. Its beauty amazed the band council. (Discuss with students why the pronouns agree in number and gender with their antecedents)

2. Activity: Discuss and share these rules with students. a. A masculine pronoun was traditionally used when the antecedent is unknown or may be either masculine or feminine. This has changed and today many people avoid using a masculine pronoun by rewording the sentence. b. When the antecedent of the pronoun is a collective noun, the number of the pronoun depends upon whether the collective noun is singular or plural. c. Do not use the second-person pronoun you to refer to an antecedent that is in the third person. d. Use a singular personal pronoun when the antecedent is a singular indefinite pronoun and a plural one when the antecedent is plural. Review the list of indefinite pronouns with students.

Pair students and allow them to work together to complete Exercises 12, 13 and 16, pages 633-635.

3. Class discussion: Students share and discuss their responses.

4. Creative Activity: Use the pairs of words in Exercise 15, page 634 to write sentences where the collective noun and the pronoun agree. Assessment of Activities: 1. Class observation 2. Journal response 3. Class participation 4. Practice exercises and creative activity

Prerequisite Skills: 1. Sentence structure 2. Pronoun function

Key Vocabulary: 1. Antecedent 2. Gender 3. Number 4. Collective nouns 5. Gender-neutral language 6. Materials/Resources Needed: 1. Textbooks

Modifications: 1. Pair students to work together to identify pronoun antecedents.

Differentiated Instruction: 1. Students write a paragraph of their choice using at least 5 different personal pronouns. Exchange these with a partner and discuss any corrections and revisions.

Sample Questions: Select the letter that indicates the correct pronoun in the sentences below.

1. The members of the Texarkana Kennel Klub held (a. their b. its) annual pet-owner hamburger picnic yesterday.

2. Steve and Leah are going to Shreveport, in north Louisiana, where (a. you b. they) can visit the Norton Art Gallery.

Teacher Notes: 1. Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.