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Jefferson Middle School Lesson Plan Pronouns Teacher: Diana Price Grade/Subject: 6th Language Arts Unit: Pronouns Lesson Title: Grammar Girl Presents- Pronouns STATE STANDARD(S) Identify what you want to teach. Reference State, Common Core, Standards, and/or State Competencies (SPIs, GLEs).

 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns (e.g., collective nouns, nouns as objects, predicate nouns), pronouns (e.g., proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns),

SPI 0601.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.

LESSON OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES Student-Friendly: "The student will…" Explicitly Stated for Students

The student will know what the prefix ANTE- means and what the word antecedent means. The students will identify that pronouns are in “cases” or “categories” The students will have a basic understanding of what a pronoun is and when it is used.

ASSESSMENT/EVALUATION Measures Student Mastery In More Than Two Ways Aligned with the Lesson Objective Includes Measurable Formative and Summative Assessments Requires Written Task

Students will take notes during podcast of pronouns from Grammar Girl. Students will have an exit question to identify a sentence in which pronouns are used correctly. Students will make a mind map of the prefix ANTE and the word ANTECEDENT.

MATERIALS Aligned with the Lesson Objective Rigorous & Relevant

Pronoun Podcast- Grammar Girl: Quick and Dirty Tips (www.quickanddirtytips.com) Grammar Girl presents the Ultimate Writing Guide for Students by Mignon Fogarty Mind Map Sheet Note cards Post- it notes Pronoun “Cases” and “clothes” cards ACTIVATING STRATEGY Hook Essential Higher Order Question(s) Activates Prior Knowledge Real-World Connections * NOTE* Students will already have completed a Pre-Test on Pronouns to determine level of incoming knowledge. Hook- What is a stunt double? Answer- someone who fills in for an actor/ actress

How would a pronoun be like a stunt double? Answer- A pronoun fills in for a noun when it is being used to much. INSTRUCTIONAL PLAN Step-by-Step Procedures and Times Modeling Strategy – “I Do” Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation) Multiple Thinking and Problem Solving Strategies Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension After initial discussion: K 1. We will listen to a podcast by Grammar Girl. We will not be listening to whole thing. Just the introduction right now. 2. Take notes (W) on what you feel is important to know from what she says. ( Actively listen) 3. Remind that notes are short, sweet and to the point… we are not scripting her podcast… we are “scanning” it.

Students should already have note cards and have them divided into KWL chart.

After listening…(L) 1. Give a few minutes (2) to finish writing down their thoughts and questions. 2. Discuss- what did they already know? 3. What did they learn? 4. What do they want to know now?

Activity- Promethean What is an antecedent? Mind map this word- make connection clouds for them to remember this word Ante= before Know- the word comes “before” a noun.

Picture to relate word to them.

Suitcases- Today’s case… Objective Subjective Possessive (Weak and Strong)

GUIDED & INDEPENDENT PRACTICE “We Do”-“You Do” Student Work Encourages Higher Order Thinking & Problem Solving Relevance to Students' Lives Differentiated Strategies for Practice to Provide Intervention & Extension

Create your own CASEs: Students will organize pronouns into suitcases in groups. Each group will be given four “suitcases” {subjective, objects, weak possessive, strong possessive} Group will work together to organize their pronouns “clothes” into “cases.”

CLOSURE Reflection/Wrap-Up Summarizing, Reflecting, Restating, Connecting Provides for Student Engagement

Suitcases on Board with Magic Reveal to check their “cases.” Exit Question: Which sentence is using pronouns correctly? Place the number only on your post it, name on the back and stick it to the door as you leave.

How to: Suitcases- Suitcases are made out of manila folders that have center tab. Center tab has been trimmed and colored to look like a handle. On the front of each case is the label for the pronoun (i.e. object, subject, possessive weak, possessive strong, etc.) “Clothes” are colored paper with pronoun printed on it. Cut to size of index card. All items are laminated for longevity.