Subject Pronoun Success
Students will be able to use the correct subject pronoun to replace the noun in a sentence.
- 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.
Explicit Instruction/Teacher modeling(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.")
Guided practise(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.
Independent working time(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 practise using different types of pronouns.
- 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.)
Review and closing(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.