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Alexander Furman

Last Updated: December 2, 2014


This lesson will cover basic usage of personal, possessive, and indefinite pronouns and some of the reasons why we use them. The
definitions of these types of pronouns will be reviewed and there will be practice using them.
In this lesson's activities, students will watch an informative video on pronouns, complete worksheets/activities using different types of
pronouns, and practice identifying what are the appropriate pronouns to use in example sentences.

Class Description
This class consists of 28 students. 19 of them are 6 years old and 9 are 7 years old. 25 students are on or above grade level for
reading, language arts, writing, and spelling, and 3 are below grade level in these areas. All students are in 1st grade.
There is 1 student, Jane, who is a gifted and talented (GT) student and needs to be challenged to maintain engagement.
There is 1 student, David, who is an English language learner (ELL) and may require repeated instruction and translation support.
There is 1 student, Jamal, who has cerebral palsy and has access to multiple supports to allow him to communicate and participate in
the lesson. Jamal has great strength in studying tanks and submarines and using pictures and articles as forms of data collection. He
uses assistive technology to communicate clearly and effectively. Jamal has success in using computers and keyboards when
practicing writing skills. He can use a pen and paper, but it is difficult for him and he writes extremely slow. He also struggles with
reading because of his motor skills.
There is 1 student, Nate, who has a learning disability in spelling and writing. Nate has strength in Social Studies and Science and can
speak well on these subjects. He can communicate verbally to convey his more complex thoughts. He has access to tools to assist his
spelling and sentence skills when writing. Nate is nervous about having to read and write, so finding ways to get him engaged in
practicing and developing these skills are crucial.
David, Jamal, and Nate are the students below grade level in the areas listed above.
There are technology enabled tools to enhance this classroom. This classroom has two desktop computers, access to 14 laptops, 7
iPads, a Promethean board, and the teacher has access to a teacher computer. There is access to Word and other Microsoft Office
applications, websites that enhance learning, and an online database of pictures that can be used in lessons for visual support.


Students should have concept of gender, quantity, and basic sentence structure. Students should also have a grasp on synonyms and
how multiple words can mean the same thing.

1 hour


Classroom Instruction

English/Language Arts

English Language Arts

Conventions of Standard English
CCSS.ELA-Literacy.L.1.1 (grade 1): Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.


Students will learn how to use different pronouns and when and how they are used. This includes personal, possessive, and indefinite
pronouns, how they align with gender and quantity, and why they are important.


Students will identify what a pronoun is and why one might be used.
Students will show understanding of how to properly use personal, possessive, and indefinite pronouns


With learners who are struggling with matching pronouns to specific gender, amount of people/things, or why we use certain pronouns, there can be
more instruction over what a pronoun is and why we use them. This could be accomplished through instructional video, informational packets/books,
or group/peer support from thos who grasp the concept. From there, we will continue to practice with pictures, sentences, and guided instruction.

With leaners who quickly grasp this concept, challenge them to consider how verbs change in a sentence based on what pronoun is used. This
concept will be implied throughout the lesson, but can be explicitly stated to add awareness of the fact. More practice can come from having a root
verb and having students practice changing it according to which pronoun is used.
To attempt to engage the widest range of learners, lots of technology will be utilized in this lesson. Using technology in a lesson provides an exiting
and current form of engagement. Using group work is another way that this lesson attempts to maximize engagement. Otherwise, students will also
have the option of using paper and pencil to complete the same tasks that everyone else is completing. This lesson will not force any student to use
technology if they choose not to. This allows those who learn better through taking notes and having paper copies of things an opportunity to have
things their way. This ensures that representation needs are met for the entire class. Dictionaries are available from the class bookshelf and on the
iPads. if at any time a word comes up that a student is unfamilliar with, he or she may look it up. This student would be more than welcome to share
this definition and pronunciation with the class in hopes that others may learn something new too. This lesson plan also utilizes graphic organizers and
flowchart activities. These forms of expression can be used to create lasting impressions on the student's minds. Forming information into different
forms creates a more concrete basis for the scaffolding of learning to occur on.
There will be Assistive Technology used for this lesson for those who have access to them. Nate and Jamal will have different tools that will enable
them to be active participants in this lesson. They will have tools for communication, comprehension, writing, spelling, and behavior. The intent of
these tools is to bring them closer to being active and confident in the classroom.


Students will identify what a pronoun is and why one might be used.

1. In Anticipatory Set, the ActivInspire survey tools are used to assess students' prior knowlege of pronouns and what they
accomplish >>> Feedback is given after all 4 surveys are completed and it is explained that using pronouns does not change the
meaning of the sentence
2. In Hook, the classroom discussion (and Jamal's worksheet) will demonstrate students' understanding of what pronouns are used
for and what it means to use one >>> Feedback is given through talking through what students gained through the video (And as
Jamal completes his worksheet equivilant)

Students will show understanding of how to properly use personal, possessive, and indefinite pronouns

1. In Guided Practice, the first half of the exersizes will gague how comfortable students are with replacing nouns with pronouns >>>
Feedback is instant after students share their opinions on which pronoun goes in which blank. >>>This may lead to furthur
dicussion/instruction on types of pronouns, their definitions, and why/how they are used based on level of compotence the class
2. In Guided Practice, the second half of the flipchart activity allows students to practice replacing nouns with pronouns based on
pictures of nouns. This further shows students' understanding of how to use different pronouns and what nouns they align with
>>> Feedback is instantly provided if using ActivInspire, the pronouns will stay in the blank spot of they are matched correctly >>>
If students choose to do this activity in paper format, feedback will be given when students have completed this section and use
the completed ActivInspire version to check their answers.
3. In Independent/Group Practice, students will work in groups to collaboratively fill out a graphic organizer filled with different types
of pronouns, the nouns they replace, and what type of noun they are >>> Feedback will be given when sharing what students
have come up with in creating the classroom copy for the anchor chart.


The summative assessment is tied in with the homework that will be completed by students. The homework will provide options for
multiple means of expression and representation. They can express themselves through pictures and words, sentences, highlighted
articles, voice recordings, or whatever else they might want to use to show their grasp of different types of pronuns and how they are
used. This summative assessment will display student's confidence in thir use of personal, possessive, and indefinite pronouns and
how these words are used in so many ways.


Anticipatory Set

Start this lesson by having 4 sentences displayed on the white board/ interactive white board (IWB). Make sure there areopportunities
for examples of personal, possessive, and indefinite pronouns.

James went for a run in the park.

The dog who lives with in my home is named Sammy.
George and I were thinking about seeing a movie.
Please turn the music down.

Then, read these sentences out one by one and ask if everyone clearly understands what these sentences are communicating. Jamal
will use his red/green cards to give these yes or no answers.
Next, write each sentence one by one with pronouns replacing the nouns in the sentence.

1. He went for a run in the park

2. My dog is named Sammy

3. We were thinking about seeing a movie

4. Please turn it down.

After rewriting each sentence, read the origional and then read the rewrite. Ask the class if they think these sentences mean the same
thing. The class will give their answers using ActivInspire survey tools and the collected answers will be displayed on the Promethian
IWB as the class answeres.

To gain student focus, play the included YouTube video on pronouns and pronoun usage. Ask students if they can describe what a
pronoun does. Jamal will use a chart made for him giving examples of both nouns and pronouns. He will pick the pronouns he finds on
the chart to demonstrate and understanding of what a pronoun is. Jamal will use a pencil with a hefty pencil grip so he can more easily
cirlce his answers on the chart worksheet. The worksheet will also be on a Desktop Writing Slant Board so that is is easier and more
ergonomically friendly for Jamal to cirlce the items on the paper. David will have an English/Spanish dictionary so he can look up how
to say "pronun" in Spanish.


Model New Skills and Knowledge

Included with this lesson, there is a flipchart slideshow to recap key points the video made about pronouns. There will be definitions of
each type of pronoun (possessive, personal, indefinite) and exaples provided. Students will have the option of following along with this
flipchart on an iPad or laptop if they choose. There will also be a print version available if there are students that would like to write and
take notes on the slides.Nate will be provided with a version of this flipchart that is compatible with WebReaderHD text to speech
software that can read the information to him if he needs to go over it again. David can share some pronouns he uses in Spanish. This
provides engagement for David and exposure to a different language to the rest of the class.

Guided Practice
In the next section of the flipchart, there will be guided practice in placing the correct pronoun in a sentence. There will be a blank
space in each sentence with the corresponding nouns under the blank in parenthesis. Both Nate and Jamal will be provided iPad or
computer access to follow along. They will be shown how to drag the words from one part of the page to where they think it goes in the
sentence. Since this is still guided practice, they will not be completing the activity yet, just observing like the rest of the class. As these
examples are gone through, ask opions of the class to hear what pronouns they think should go in the blanks. Jamal will highlight
pronouns he sees on his screen and they will be read aloud for him through WebReader HD text to speech technology to be able to
respond to these questions. David will have access to a translation app on the iPad that will easily take any unfamiliar word in the
flipchart and translate it for him.

With the first half of the pronoun exersizes out of the way, the second half will have more involvement from the students. The next set
of examples will have pictures on one side of the flipchart with empty spaces next to them. Students will pick a pronoun at random and
place it next to the picture it corresponds to. Students can either work on this on an iPad, computer, or come up to the Promethian IWB
and accomplish this. There will be audible readings from WebReaderHD of the words as Nate and Jamal touch each pronoun on their
iPads. David will still have access to a translation app on the iPad that will easily take any unfamiliar word in the flipchart and translate
it for him. If Jane or any others finishes early, give them these types of Leading Questions:

If you change the pronoun in a sentence from "I" to "He" or "It" to "Those" does the sentence still mean the same thing?
Does the sentence look right?
Does anything need changing? What?
Why do nouns and pronouns have an effect on the rest of the sentence?

Independent/Group Practice
Tell students that they may form themselves into four groups of seven. On four pster sheets, have graphic organizers made up on
each. The graphic organizer should show one column of three boxes already filled out. They will have Possessive, Indefinite, and
Personal written in each box respectively. Next to each box there will be a small equals sign pointing to a column of three large boxes.
The large box will have "Nouns" written at the top. Next to these boxes, there will be small arrows pointing to another set of three big
boxes. Written at the top of these large boxes will be "Pronouns." This graphic organizer will consist of examples of nouns and the
pronouns they would match up with organized into the three catagories of pronouns. Students will work in their groups of 7 to
brainstorm what will go into each box. Students will have access to the flipchart slideshow of information that covered each type of
pronoun and they will have access to dictionaries. Nate will have access to the mirriam webster app on his iPad and he can use the
speech to text function to look up the definitions of the words on the graphic organizer if he cannot remember them. The Mirriam
Webster app will read the definitions out to him. Nate will also have access to a paper copy of this graphic organizer for personal use
to copy from his group. This will allow Nate to have writing and spelling practice facilitated by his peers. Since this is just copying and
rewriting, there would be less pressure than a formal assignment. If Nate gets frustrated in trying to spell words, he has access to a
stress ball to help him relieve stress. We like to try squeezing the ball with each syllable of the word. This will help Nate focus on the
task at hand and to stay calm about it. Jamal will have access to the internet to find a favorite article he has looked up. Jamal will be
able to highlight pronouns he finds in this article and WebReaderHD will be able to read them aloud for him. This way, Jamal stays
engaged and can actively participate in thsi group project. The students or the teacher can ask Jamal if the pronoun belongs in the
possessive, personal, or indefinite catagory and he can answer using his red/green cards. David will have access to his
Spanish/English dictionary to be able to share his ideas.
After each group is finished, students will share some of the ideas they came up with. This gives the teacher an opportunity for
immediate feedback for student work. What the students came up with will be combined to form a master classroom copy that will be
put on display as an anchor chart in the room. Jamal can share what he came up with in his group by using a pointer stick so show a
word on the graphic organizer. He can use this pointer stick to point out which group it is in as well.



Explain to students how pronuns are used for just about everything in many different contexts. Pronouns are used in speech, in text,
and in thought. Have students think about where they might want to find inspiration for pornoun examples. Students will need to have
5-10 examples of pronouns along with what type of pronoun each of them is. Students can draw pictures to go along with their
pronouns, they can write sentences, they can gather clips from the internet, magazenes, or newspaper, and they can even use
conversation that they have had. This will be homework for the students, but it is up to them how they accopmlish it. Jamal can find an
article of his that he wishes to use and highlight a PDF version on his iPad or the computer to identify pronouns. With each pronoun he
highlights, he must circle one of "possessive, personal, or indefinitive" on a worksheet provided for him. A parent or support person can
verify his correlation. Jamal will use his pencil grip and his Desktop Writing Slant Board for his homework. David will be allowed to
translate from spanish text or speech he comes across for this assignment. Nate may type his assignment up if he chooses to, or he
can use a copy of the graphic organizer he used earlier. If Jane seems like she needs a challenge, ask her to include verbs that go
along with her pronouns. The subject-verb agreement is something that can be practiced for the future.



Slideshow/Flipchart on Pronouns
ActivInspire Software
Survey Pads for ActivInspire
Poster sheets (6+ total)
Video on Pronouns
Pronoun identification Worksheet for Jamal (1)
Stylus for iPad (4 minimum)
iPads (7)
Jamal's iPad (1)
Laptops (14)
Teacher's computer (1)
Speakers for video
Headphones for Nate's text to speech (2)
Pencils (30)
Markers (7)
Pencil grips (20)
Erasers (15)
WebReaderHD Application for iPad (2, one for Jamal and one for Nate)
Spanish/English Dictionary
Translator App for iPad (1 for David)
Lined paper
Stress Ball (2)
Internet access
Desktop Writing Slant Board
Pointer Stick
Mirriam Webster App for iPad (8, should be on all)
Website to PDF Converter (1, Jamal's homework article he chooses)
Graphics and pictures used in flipchart
Graphic organizer worksheet (20, for who wants a copy to fill out/for Nate
Extended informative books/pamphlets on pronouns
Extra videos