DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate __Kristi

i Charlton___ Grade Level _6_ Title ___Pronoun Review________ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 29 Students: 16 girls 13 boys 5 ELL Students: Ashley A.Receives Services *WIDA Level 4 (Expanding) IrvinReceives Services *WIDA Level 3 (Developing) GuadalupeReceives Services *WIDA Level 3 (Developing) AlexReceives Services *WIDA Level 4 (Expanding) AigaReceives Services *WIDA Level 2 (Beginning) 5 IEP Students: Macee, Irvin, Brock, Guadalupe, Ashley A. 1 Student Receives Speech Services: Ashley K. 1 Student on a Behavioral Plan: Alex 4 GATE Students: Noah, Katelyn, Keegan, Hailey Classroom environment: The students are grouped together at tables and the table configuration changes every three weeks. There are 4-5 students at each table grouping. The classroom contains an ELMO that is used almost every day. There is also a kidney table at the back of the room that the teacher uses for small group activities, particularly guided riding with the teacher.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Language Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* Content Walk-Away: Students will understand the meaning of the terms pronoun, a ntecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Language Walk-Away: Students will identify and use basic pronouns, antecedents, subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, and reflexive pronouns correctly both during a group activity and by completing the pronoun posttest. Vocabulary: Pronoun, Antecedent, Subject Pronoun, Object Pronoun, Possessive Pronoun, Indefinite Pronoun, Reflexive Pronoun

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Watch students reactions carefully during the Building Background activity to make sure students understand the importance of using pronouns. Listen carefully to student responses during the I Do It and the We Do It, activities

Modifications/Accomodations (ELL, IEP, GATE, etc.) SIOP 5 ELL & IEP StudentsMake sure the ELL students and IEP students understand

to make sure students understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Work the Crowd during the You Do It Together activity to make sure students can appropriately use and identify subject and object pronouns. Scaffold questions as needed to make sure students understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Content Walk-Away Evidence (Summative): Students will demonstrate that they understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun through a class and table activity and by completing the pronoun post-test. Language Walk-Away Evidence (Summative): Students will demonstrate that they can identify and correctly use basic pronouns, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun through a class and table activity and by completing the pronoun post-test.

the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Scaffold questions as needed to make sure they understand. Make sure they are partnered with someone that can help them if extra help is needed. Behavioral Student: Make sure Alex is engaged and participating at all times. Ask him questions directly to make sure he is on-task. GATE StudentsChallenge GATE students. Provide GATE students with higher-order questions whenever possible.

Approx. Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Ask the students: SIOP 7-9 Who can tell me what weve been learning about this week? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell students: Thats correct, we have been learning about pronouns this week. Pronouns are important because they help our sentences and paragraphs sound less cumbersome and repetitive. For example, who can remember our story about Sue that I read to you earlier this week. Watch students responses to see who remembers and who does not. Reread the paragraph about Sue. Yesterday Sue went to the grocery store. Sue bought five apples and three oranges. Sue paid the cashier and went outside. Sue saw one of Sues friends and Sue said, Hello. Without any pronouns are story sounds awkward and strange. But if we take out a few nouns and replace them with pronouns we can make our story sound much better and less cumbersome. Reread the paragraph about Sue using pronouns. Yesterday Sue went to the grocery store. She bought five apples and three oranges. She paid the cashier and went outside. Sue saw one of her friends and she said, Hello. Display the Content and Language Walk-Aways: SIOP 1&2 Content Walk-Away: Students will understand the meaning of the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Language Walk-Away: Students will identify and use basic pronouns, antecedents, subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, and reflexive pronouns correctly both during a group activity and by completing the pronoun post-test. ***Make sure the vocabulary word-strips from this weeks vocabulary are still on the board. SIOP 9 Formative assessment: Learning Goal Understand the importance of using pronouns in a sentence. Success Criteria Recognize that pronouns are important in our writing. Assessment Strategy Questioning: Who can tell me what weve been

learning about this week? Observation: Watch students responses/reactions to the Building Background activity to see who understands why pronouns are important and who does not. SIOP 30 Modification/accommodations: (ELL, IEP, GATE, etc.) SIOP 5 Make sure ELL and IEP students understand the importance of using pronouns before moving on. Focus Lesson (I do it) Review the terms: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. SIOP 4-6, 7-9, 10-12, 27-28 Tell students: This week we have been learning about pronouns. We have learned what a pronoun is, what an antecedent is, what the difference is between a subject pronoun and an object pronoun, what a possessive pronoun is, what an indefinite pronoun is, and what a reflexive pronoun is. So, before we begin our group activity lets quickly review our terms and definitions that we have been learning this week. Display the terms and definitions from this weeks pronoun unit on the board using a PowerPoint presentation. Invite a student to read the first sentence on the pronouns slide. A pronoun is a word that takes the place of a noun. Tell students: We use pronouns in place of nouns all the time when we write. For example, in the following sentence pronouns have been substituted for nouns in two different places. William helped his mother pack for their trip. Instead of using the noun William over and over, pronouns have been put in its place. Invite a student to read the first two sentences on the antecedent slide. An antecedent is the noun to which a pronoun refers. The pronoun and antecedent must agree with number and gender. Ask the students: What is an antecedent? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell students: The antecedent is the noun that a pronoun refers to in a sentence. For instance, in the sentence Elizabeth left her homework on the bus, the pronoun her refers back to Elizabeth which is the antecedent. While in the next sentence the actors practice their parts at rehearsal, the pronoun their refers back to the antecedent the actors. Invite a student to read the first two sentences on the subject pronoun slide. A subject pronoun is a pronoun that functions as the subject of the sentence. A subject pronoun is located in the subject of the sentence. Ask the students: Where is the subject pronoun located? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell students: The subject pronoun is always located in the subject of the sentence, just like its name indicates. For instance, look at the following example: We built it together. In this sentence the pronoun we is located in the subject of the sentence and is therefore functioning as the subject of the sentence. Invite a student to read the first two sentences on the object pronoun slide. An object pronoun is a pronoun that takes the action of the verb. An object pronoun is located in the predicate of the sentence. Ask the students: Where is the object pronoun located? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell students: An object pronoun is always located in the predicate of a sentence because its object of thing receiving the action of the verb. Invite a student to read the first two sentences on the possessive pronoun slide.

 A possessive pronoun is a pronoun that shows ownership. A possessive pronoun does not contain an apostrophe. Ask the students: What does a possessive pronoun do? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell students: A possessive pronoun shows ownership, and some possessive pronouns come before a noun while some stand alone. For example, if the shoes belong to me, they are my shoes. Or you could say they are mine. Invite a student to read the first line on the indefinite pronoun slide. An indefinite pronoun does not refer to a particular person, place, or thing. Tell students: For example, in the sentence anything is possible, we are not sure what the indefinite pronoun is referring to because we dont have enough information and it does not point to any particular person, place, or thing. Similarly, in the sentence everybody is hoping to attend the bicycle race today, we are not sure who everybody is. We could be talking about a group of women, a group of men, or both. It is unclear and does not point to any particular person or group of people; therefore it is an indefinite pronoun. Invite a student to read the first sentence on the reflexive pronoun slide. A reflexive pronoun usually refers to the subject of the sentence. Tell students: In the sentence participants push themselves to the limits, themselves is the reflexive pronoun and it refers back to the subject participants. While in the second sentence, I say myself in my dreams, the reflexive pronoun myself refers back to the subject in the sentence I. Invite a student to read the last sentence on the reflexive pronoun slide. Reflexive pronouns end in self or selves. Ask the students: What do reflexive pronouns end with? SIOP 18 Give students time to think and respond. SIOP 29 Correct or affirm their response by saying: They always end in self or selves. Formative Assessment: Learning Goal Understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Success Criteria I explain what the following terms mean: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Assessment Strategy Questioning: What is an antecedent? Where is the subject pronoun located? Where is the object pronoun located? What does a possessive pronoun do? What do reflexive pronouns end with? Observation: Watch students responses/reactions to the I DO It activity to see who understands the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun and who does not.

SIOP 30 Modification/accommodations: SIOP 5 Make sure ELL students and IEP students understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun before continuing on to the Jeopardy Pronoun Activity. Scaffold questions as needed to make sure students understand all of the terms. Guided Instruction (We do it) Jeopardy Pronoun PowerPoint Activity SIOP 4-6, 10-12, 14-15, 16, 21-22, 27-28 Tell students:

Now that weve reviewed our terms and definitions from this week, lets put our knowledge to work. As a review of everything weve learned this week, I have put together a jeopardy pronoun game. Each table will be a different team. I will start at the end of each table and that person will be allowed to select the category and the point value for the question they would like to answer. I will then click on that category and point value. I will read the question linked to that box. The person who selected the question will give a chance to answer the question correctly. If they are unable to do so, the rest of the class will be given a chance to answer the question. The first person to raise their hand will be given an opportunity to steal the question away and earn points for their table. I will move clockwise around each table until everyone has been given a chance to answer. If your table gets a question that is highlighted in yellow, that question will be worth double the points. Then at the end of the game, each table will be given a task that they must complete together in order to receive their points. This will be your final jeopardy question. As an added incentive to pay attention and participate. The team with the most points at the end of the game will receive a prize. Ask a student to repeat the directions. Clarify any misconceptions. SIOP 29 Ask the students: Are there any questions before we begin? Tell students: Lets begin. Give students time to correctly answer the questions. SIOP 18 Questions and categories included in the jeopardy pronoun activity. SIOP 15 Pronoun: What is the pronoun in the following sentence: William helped his mother. o The pronoun is his. What is the pronoun in the following sentence: She went to the store to buy apples. o The pronoun is she. What is the pronoun in the following sentence: I went to the park last Thursday. o The pronoun is I. Which of the following words I not a pronoun? I, your, Katie, we o Katie is not a pronoun. What is a pronoun? o A pronoun is a word that takes the place of a noun. Antecedent: Identify the antecedent in the following sentence: Jenny left her homework on the bus. o The antecedent is Jenny. Identify the antecedent in the following sentence: Jeremy read his book in class. o The antecedent is Jeremy. Identify the antecedent in the following sentence: Sam likes his new bike. o The antecedent is Sam. Identify the antecedent in the following sentence: Lindsey is known for her fairness. o The antecedent is Lindsay. Daily Double Question: What is an antecedent? o An antecedent is the word or the noun to which a pronoun refers. Subject & Object Pronouns: Replace the noun with a subject pronoun: Debbie writes books for children in her spare time. o The subject pronoun is she. Is the pronoun in the sentence below a subject or object pronoun? They go swimming every Saturday. o The pronoun is a subject pronoun. Is the pronoun in the sentence below a subject or object pronoun? Brandons mom gave him a cookie. o The pronoun him is an object pronoun. Change the noun in the sentence to an object pronoun: Susan gave the book to Janet. o Change Janet to her. Which pronoun is the correct pronoun to use in the following sentence? She slowly crept toward her brother hoping to scare (he, him). o You would use him because it is an object pronoun. Possessive Pronouns: What is the possessive pronoun in the following sentence: They are my shoes. o The possessive pronoun is my. Which pronoun below is a possessive pronoun? he, she, myself, ours o The possessive pronoun is ours. True or False. A possessive pronoun does not contain an apostrophe. o True

What is the possessive pronoun in the following sentence: You must remember to clean your room. o The possessive pronoun is your. What is a possessive pronoun? o A possessive pronoun is a pronoun that shows ownership. Reflexive & Indefinite Pronouns: What is the reflexive pronoun in the following sentence: Alison still does not trust herself. o The reflexive pronoun is herself. What is a reflexive pronoun? o A reflexive pronoun refers to the subject of the sentence and ends in self or selves. What is the indefinite pronoun in the following sentence: Some of the movie is boring. o The indefinite pronoun is some. Which word is not an indefinite pronoun? some, nobody, all, her o The pronoun her is not an indefinite pronoun. Daily Double Question: What is an indefinite pronoun? o An indefinite pronoun is a pronoun that does not refer to a specific person, place, thing, or idea. Formative Assessment: Learning Goal Understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Success Criteria I explain what the following terms mean: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. I can use the following terms correctly: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Assessment Strategy Questioning: Pronoun: 1. What is the pronoun in the following sentence: William helped his mother. 2. What is the pronoun in the following sentence: She went to the store to buy apples. 3. What is the pronoun in the following sentence: I went to the park last Thursday. 4. Which of the following words I not a pronoun? I, your, Katie, we 5. What is a pronoun? Antecedent: 1. Identify the antecedent in the following sentence: Jenny left her homework on the bus. 2. Identify the antecedent in the following sentence: Jeremy read his book in class. 3. Identify the antecedent in the following sentence: Sam likes his new bike. 4. Identify the antecedent in the following sentence: Lindsey is known for her fairness. 5. What is an antecedent? Subject & Object Pronouns: 1. Replace the noun with a subject pronoun: Debbie writes books for children in her spare time. 2. Is the pronoun in the sentence below a subject or object pronoun? They go swimming every Saturday. 3. Is the pronoun in the sentence below a subject or object pronoun? Brandons mom gave him a cookie. 4. Change the noun in the sentence to an object pronoun: Susan gave the book to Janet.

5. Which pronoun is the correct pronoun to use in the following sentence: She slowly crept toward her brother hoping to scare (he, him). Possessive Pronouns: 1. What is the possessive pronoun in the following sentence: They are my shoes. 2. Which pronoun below is a possessive pronoun? he, she, myself, ours 3. True or False. A possessive pronoun does not contain an apostrophe. 4. What is the possessive pronoun in the following sentence: You must remember to clean your room. 5. What is a possessive pronoun? Reflexive & Indefinite Pronouns: 1. What is the reflexive pronoun in the following sentence: Alison still does not trust herself. 2. What is a reflexive pronoun? 3. What is the indefinite pronoun in the following sentence: Some of the movie is boring. 4. Which word is not an indefinite pronoun? some, nobody, all, her 5.What is an indefinite pronoun? SIOP 30 Modification/accommodations: SIOP 5 To keep Alex engaged, make sure he gets to answer a question and make sure he is actively participating and listening at all times. Scaffold questions as needed to make sure Ell and IEP students can successfully answer the questions they are asked during the Jeopardy Pronoun Activity. Collaborative/Cooperative (You do it together) Pass-out Final Jeopardy Task Questions. SIOP 4-6, 10-12, 13-15, 16-17, 20-22, 27-28 Tell students: As a table you are to complete the following task. Final Jeopardy Task: Rewrite each sentence. Replace the underlined word or words with either a subject or object pronoun. Then state whether the pronoun used was a subject or object pronoun. 1. The children are making a birthday card. They are making a birthday card. Subject 2. It was easy to spot the animals. It was easy to spot them. Object When you are finished your table will raise your hands and I will collect your papers. I will then correct your answers and award you points accordingly. The table or tables that complete the task correctly will be given 20 points toward their overall totals. Work together and do the best you can. You may begin. Give students time to complete the task. SIOP 18 When everyone is finished, correct or affirm their responses by displaying the correct response using the ELMO. Formative Assessment: Learning Goal Understand the difference between a subject and object Success Criteria I can identify and correctly use subject and object pronouns in a Assessment Strategy Observation: Work the Crowd as students

pronoun. Use subject and object pronouns correctly.

sentence.

discuss and answer their final jeopardy questions as a table to make sure students understand the difference between a subject and object pronoun, and to make sure they are using them correctly in a sentence.

SIOP 30 Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP students who need it to help them productively participate in their groups discussion and final jeopardy task. Independent (You do it alone) Pass-out the pronoun post-test. SIOP 4-6, 10-11 Tell students: Now you are ready to take the post-test. This is an assessment, and as such, you are to be respectful of our classmates by being quiet both during the assessment and after you are finished. When you are finished, put your post-test inside your desks so I know you are finished. When everyone is done. We will turn in our posttests in and review the answers to the test. Ask the students: Are there any questions? Clarify and answer any questions students might have. Tell students: You may begin. Give students plenty of time to complete their post-tests. Summative Assessment: SIOP 30 Students demonstrated that they understood the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun by completing the pronoun posttest. Modification/accommodations: SIOP 5 Read the pronoun post-test to my ELL and IEP students who are in need of extra assistance. Provide them with extra time if they need it. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review essential concepts and vocabulary with the students by reviewing the answers to the post-test with the students after they have taken the assessment. SIOP 27-28 Have the students revisit the Content and Language Walk-Aways. SIOP 1&2 Content Walk-Away: Students will understand the meaning of the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun, and reflexive pronoun. Language Walk-Away: Students will identify and use basic pronouns, antecedents, subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, and reflexive pronouns correctly both during a group activity and by completing the pronoun post-test. ***Make sure the students turn in their pronoun post-tests. SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing

Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to make sure I give students plenty of wait time between questions. I also need to give them plenty of time to complete the tasks they are asked to complete. I need to remember to set expectations for the students before each activity. Materials: Pronoun Short Story Pronoun Review PowerPoint Pronoun Jeopardy PowerPoint Activity Directions for the Final Jeopardy Question.

Post-test ***Treat for the winning table Time needed: 40 minutes

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the post-test assessment data collected at the end of my lesson to help me determine if students successfully meet my objectives for my pronoun unit. If not, then using my post-test data, I will readdress the information that students had misconceptions with either in whole group or small group to help students develop a strong understanding of pronouns because it will help them not only in their writing but in their speech as well. How can I transfer what I learned from teaching this lesson to future teaching? I learned that students love reviewing are kept actively involved in learning when you can find creative and fun ways to help them learn. Thinking outside the box and incorporating fun and meaningful activities is a great way to help students learn. What was effective and not effective? The most effective part of my lesson was the pronoun jeopardy game that I created. The students loved the game, and as a result, everyone was kept actively engaged. As for what was not effective, I cant think of anything. I know my supervisor told me she even learned a few things from my lesson. What goals can I set to improve my practice and student learning? The goal that I have set for myself is to always think outside of the box and incorporating fun and meaningful activities into my lesson. When learning activities are both fun and educational, students are more apt to learn because the activities are meaningful and relevant to them. Therefore, I will try to always think outside of the box to help my students learn.