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

i Charlton____ Grade Level _6_ Title _Pronouns & Antecedents__ 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 difference between a noun and a pronoun. Students understand the meaning of the term antecedent. Language Walk-Away: Students will demonstrate proper pronoun and antecedent agreement through a group activity and by using pronouns and antecedents correctly in their writing. Vocabulary: Noun, Pronoun, Antecedent

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

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Listen carefully to student responses during the Building Background activity to make sure students understand the difference between a noun and a pronoun. Listen carefully to student responses during the I Do It and the We Do It, activities to make sure students understand the definitions for the terms pronoun and

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

antecedent. Listen carefully to student responses during the I Do It and the We Do It, activities to make sure students can correctly identify and replace antecedents or nouns with pronouns. Work the Crowd during the You Do It Together activity to make sure students can correctly use pronouns and antecedents in a sentence. Work the Crowd during the You Do It Alone activity to make sure students can correctly replace antecedents or nouns with the correct pronouns. Scaffold questions as needed to make sure students understand the terms noun, pronoun, and antecedent. Content Walk-Away Evidence (Summative): Students will demonstrate that they understand the terms pronoun and antecedent by participating in class discussions and a group activity. Language Walk-Away Evidence (Summative): Students will demonstrate that they can use pronouns and antecedents correctly both through a group activity and through a pronoun and antecedent paragraph writing acitivity.

Make sure the ELL students and IEP students understand the difference between a pronoun and a noun. 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 Students-

Challenge GATE students. Provide GATE students with higher-order questions whenever possible.

Approx. Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Pass-out the Pronouns Pre-test. Tell the students: To help me understand what you already know about pronouns, and to help me to teach to your needs this week, I need you to take this pronoun pre-test. Remember that this is only a pre-test, which means I do not expect you to know all the answers, but I do expect you to try your very best. This is an assessment, and like all assessments, you are to be quite during the pre-test as well as after you are finished. Please be respectful of your classmates and remain quite until everyone is finished. You may now begin. Give students time to complete the assessment. Walk the crowd to make sure everyone is on-task and actively working. When students are finished, have them turn in their pre-tests. Provide students with feedback with how well they did, by going over the answers on the pre-test before continuing on. Ask the students: SIOP 7-9 From your days in elementary school. Who can remember what the definition of a noun is? Give students time to think and respond. SIOP 18 Correct or affirm their responses. SIOP 29 Tell students: A noun names a person, place, thing or idea. Tell students: Listen carefully as I read a short story to you. Short Story without Pronouns: SIOP 4-6. 10, 12 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. Ask the students: Does anyone notice anything strange or unusual about my story? What was missing? SIOP 15 Give students time to think and respond. SIOP 18 Correct or affirm their responses. SIOP 29 Tell students: The story sounded strange and unusual because it was missing pronouns. Now listen carefully as I read the story again. Short Story with 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. Ask the students:

How does my story sound now? What changed in my story? SIOP 15 Give students time to think and respond. SIOP 18 Correct or affirm their responses. SIOP 29 Tell students: By replacing some of the nouns with pronouns we were able to make our story sound much better. Pronouns are important because they make our sentences sound less awkward and repetitive. In fact, it is impossible to write a paragraph, a short story, or even a few sentences without using them. They just make our writing sound much better. Display Content and Language Walk-Aways: SIOP 1 & 2 Content Walk-Away: Students will understand the difference between a noun and a pronoun. Students understand the meaning of the term antecedent. Language Walk-Away: Students will demonstrate proper pronoun and antecedent agreement through a group activity and by using pronouns and antecedents correctly in their writing. Formative assessment: Learning Goal Understand the terms noun and pronoun. Success Criteria I can explain what the following terms mean: noun and pronoun. Assessment Strategy Questioning: From elementary school, who can remember what the term noun means? Does anyone notice anything strange or unusual about my story? What was missing? How does my story sound now? What changed in my story? Observation: Watch students responses/reactions to the I DO It activity to see who understands what a possessive pronoun is and who does not.

SIOP 30 Modification/accommodations: (ELL, IEP, GATE, etc.) SIOP 5 Make sure ELL and IEP students understand the difference between a pronoun and a noun before continuing on. Focus Lesson (I do it) Pass-out the Noun, Pronoun, & Antecedent Hand-out. SIOP 4-6, 10-12,13, 14, 16, 20 Tell the students: Open up your binders and place the Nouns, Pronouns, & Antecedents Hand-out in your binders under the writing section. When students have completed the task, revisit the definition for a noun. Display the noun word-strip. SIOP 9 Invite a student to read the first line on the Noun, Pronoun, & Antecedent Hand-out: A noun names a person, place, thing, or idea. Tell the students: On your hand-outs you will find examples of nouns. Boy, Carla, father, firefighter, girl, and Peter are examples of nouns that are people. Farm, garage, house, school, store, and Texas are examples of nouns that are places. Book, car, competition, hat, rope, and rug are nouns that are things, and the nouns fairness, friendship, honesty, humor, kindness, and truth are nouns that are ideas. Invite a student to read the example sentence on the Noun, Pronoun, & Antecedent Hand-out: Carla is known for her fairness, so we chose her to judge the competition. Tell the students: Notice that the words Carla, fairness, and competition are bolded because they are examples of nouns being used correctly in a sentence. Display the pronoun word-strip. SIOP 9 Invite a student to read the definition of a pronoun on the Noun, Pronoun, & Antecedent Hand-0ut:

 A pronoun is a word that takes the place of a noun. Tell the students: The words both, he, her, him his, I, it, me, our, ours, she, their, them, these, they, we, you, and your are examples of different kinds of pronouns. Invite a student to read the example sentence on the Noun, Pronoun, & Antecedent Hand-out: William helped his mother pack for their trip. Tell the students: The bolded word William is a noun, while the bolded words his and there are pronouns. Have the students turn the Noun, Pronoun, & Antecedent Hand-outs over to the Pronouns and Antecedents side. Display the antecedent word-strip. SIOP 9 Invite a student to read the first sentence on the backside of the Pronouns Hand-out: An antecedent is the noun to which a pronoun refers. Invite a student to read the second sentence on the backside of the Pronouns Hand-out: The pronoun and antecedent must agree with number and gender. Tell the students: The next four items on your hand-outs are examples of pronouns and the antecedents or nouns that they refer to. Elizabeth left her homework on the bus. In this sentence the pronoun is her and the antecedent or noun that it refers to is Elizabeth. Does everyone understand? Are there any questions? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 Tell the students: Now lets look at the next sentence. The actors practiced their parts at rehearsal. In this sentence the pronoun is their and the antecedent or noun that it refers to is Actors. Does everyone understand? Are there any questions. Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 ***Pull-sticks to enlist student responses. SIOP 16 Tell the students: As a class, lets see if we can figure out what the pronouns and antecedent s are in the next two sentences. Jonathan washes his bicycle every week. Who can tell me what the pronoun in the sentence is? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell the students: The pronoun in the sentence is his. Who can tell me what the antecedent in the sentence is? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell the students: The antecedent in the sentence is Jonathan. Now lets look at t he next sentence. Although the apples were red, they tasted sour. Who can tell me what the pronoun in the sentence is? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell the students: The pronoun in the sentence is They. Who can tell me what the antecedent in the sentence is? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 Tell the students: The antecedent is apples. Before continuing on, ask two students the following questions: What is a pronoun? What is an antecedent? Give students time to think and respond. SIOP 18 Correct or affirm student understanding before continuing on. SIOP 29 Formative Assessment: Learning Goal Understand the terms pronoun and antecedent. Correctly use pronouns and their antecedents. Success Criteria I can explain what a pronoun and an antecedent are. I can identify which word is a pronoun and which word is an Assessment Strategy Questioning: Who can tell me what the pronoun in the sentence is? Who can tell me what the antecedent in the sentence is?

antecedent in a sentence.

What is a pronoun? What is an antecedent? Observation: Watch students responses/reactions to the I DO It activity to see who understands what a pronoun and an antecedent are and who does not.

SIOP 30 Modification/accommodations: SIOP 5 Make sure ELL and IEP students understand the definitions for a pronoun and an antecedent before moving on. Guided Instruction (We do it) ***If I had access to a Smart Board, I would turn this activity into an interactive activity using the Smart Board. I would pull-sticks have the students come up to the board one at a time to help me answer the following practice questions and we would discuss the answers as a class. However, since I do not have a Smart Board in my classroom I will use the ELMO and make adaptations were I need to. SIOP 4-6, 10-12, 13-15, 20-22 As a class, complete the pronoun and antecedent practice questions. Pass out the pronoun and antecedent practice sheet and have the students place the practice sheet in their binders under the writing section behind their noun and pronoun hand-out. Invite a student to read the definition of a pronoun on their practice sheets. A pronoun is a word that takes the place of one or more nouns. SIOP 27 & 28 Invite a student to read the definition of an antecedent on their practice sheets. The antecedent of a pronoun is the word or group of words to which the pronoun refers. Pronouns and antecedents must agree. SIOP 27 & 28 ***Pull-sticks to enlist student responses. SIOP 16 Tell the students: As a class, lets practice what weve learned about pronouns and antecedents by completing the practice sheet. Together, we will carefully read the pronoun and antecedents sentences on our hand-outs. We will then decide which pronoun is the correct pronoun to use in place of the underlined antecedent. If you cant remember what words are considered pronouns, you are more than welcome to look back at your pronouns list on your Nouns & Pronouns Hand-out. Lets begin now by looking at the example sentence. Jeremy read his report to the class. In this sentence, we can replace the antecedent Jeremy with the pronoun he and the antecedent his report with the pronoun it. Given this example, what would be the correct pronoun to use in place of the antecedent in the following sentences: 1. People were decorating the town for the parade. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is they. Notice that they pronoun they agrees with the antecedent both by number and gender. 2. Cathy gave Dorothy a drum set. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is her. Notice that they pronoun her agrees with the antecedent both by number and gender. 3. My brother watches the same television shows every day. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is them. Notice that they pronoun them agrees with the antecedent both by number and gender. 4. Katie brought her puppet to the story hour for children. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is it. Notice that they pronoun it agrees with the antecedent both by number and gender. 5. Gabriela and her sister wore matching skirts. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is they. Notice that they pronoun they agrees with the antecedent both by number and gender.

1. Erik has climbed many mountains. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is he. Notice that they pronoun he agrees with the antecedent both by number and gender. 2. Climbers take special equipment with them. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is they. Notice that they pronoun they agrees with the antecedent both by number and gender. 3. Erik believes in proper training before a climb. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is he. Notice that they pronoun he agrees with the antecedent both by number and gender. 4. Eriks partners try to stay in contact during a climb. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is they. Notice that they pronoun they agrees with the antecedent both by number and gender. 5. Has Peter seen the movie about Mount Everest? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 o The correct answer is he. Notice that they pronoun he agrees with the antecedent both by number and gender. Review the definitions and key concepts for the terms pronoun and antecedent before moving to the table activity. SIOP 27 & 28 Tell the students: A pronoun is a word that takes the place of one of more nouns. The antecedent of a pronoun is the word or group of words to which the pronoun refers. Pronouns and antecedents must agree both by gender and number. Formative Assessment: Learning Goal Identify and use pronouns correctly in a sentence. Identify the antecedent in sentence. Replace antecedents with pronouns correctly. Success Criteria I can listen carefully to a sentence and be able to identify the antecedent. I can correctly substitute antecedents for pronouns. Assessment Strategy Questioning: What would be the correct pronoun to use in place of the antecedent in the following sentences: 1. People were decorating the town for the parade. 2. Cathy gave Dorothy a drum set. 3. My brother watches the same television shows every day. 4. Katie brought her puppet to the story hour for children. 5. Gabriela and her sister wore matching skirts. 1. Erik has climbed many mountains. 2. Climbers take special equipment with them. 3. Erik believes in proper training before a climb. 4. Eriks partners try to stay in contact during a climb. 5. Has Peter seen the movie about Mount Everest?

SIOP 30 Modification/accommodations: SIOP 5 To help keep Alex engaged, ask him direct questions to make sure he is listening and not misbehaving. Scaffold questions as needed to make sure ELL and IEP students can successfully determine what an

antecedent and a pronoun are. Collaborative/Cooperative (You do it together) Tell the students: SIOP 4-6, 10-12, 13, 16, 17, 20-22 Now that we understand what pronouns and antecedents are, lets practice identifying pronouns and their antecedents as a table. For this activity I will be given each table two sentences. You are to identify the pronoun in the second sentence that refers to a noun in the first. You are then to underline twice the antecedent or the noun in the first sentence and then underline once the pronoun in the second sentence. Model the activity for the students. SIOP 14 Using the ELMO, display the following two sentences: Jeremy found a stray cat. He took it home. Tell the students. In these two sentences, the pronoun he in the second sentence refers back to the antecedent Jeremy in the first and the pronoun it in the second sentence refers back to the antecedent cat in the first. Given this information I would then underline the pronouns he and it in the second sentence because they are my pronouns, and I would then underline twice the antecedents Jeremy and cat in the first sentence because they are my antecedents for the pronouns in the second sentence. Are there any questions about what you are to do? Give students time to think and respond. SIOP 18 Correct of affirm their understanding before moving on. SIOP 29 Pass-out a copy of the directions and sentences to each table. Tell students: Once every table has completed this task, a spokesman at your tables will come to the ELMO, read your sentences, and then tell the class what the pronoun and the antecedent were in your sentences. You may now begin. Table 1: My father and I went camping in the desert. We took a walk the first night out. Table 2: The stars seemed brighter than back home. They seemed so bright because we were in the desert, far away from city lights. Table 3: Jack went back and got the telescope. It was brand new. Table 4: My father told me to look toward the east. He pointed at a light streaking across the sky. Table 5: Harry liked math and science. He always did well in them. Table 6: My rabbits eat twice a day. They are always hungry. Give students plenty of time to complete this activity. SIOP 18 Once everyone is finished have a spokesman from each table come to the ELMO and share their tables response. Correct or affirm their responses before moving on to the next table. SIOP 29 Tell the students: SIOP 4-6, 10-12, 13, 16, 17, 20-22 The finally activity that you are to do as tables involves reading a sentence and then identifying the correct pronoun to use in the sentence that agrees with the underlined antecedent in the sentence. Remember pronouns and antecedents must agree with each other both by number and gender. Model the activity for the students. SIOP 14 Using the ELMO, display the following sentence. Erik believes in proper training before (he, she) goes climbing. Tell the students: In this sentence the correct pronoun is he because it agrees with the antecedent in the sentence Erik by gender. Are there any questions about what you are to do as tables for this activity? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 Pass out a copy of the directions and sentences to each table. Tell the students: Once again, after every table has completed the task, a spokesman at your table will come to the ELMO, read your sentence, and then tell the class what the correct pronoun in your sentence should be. If your table finishes before other tables, you are to try and write your own sentence using an antecedent or noun and a pronoun that correctly agrees with the antecedent. You may now begin. Table 1: Erik knew that (he, she) wanted to live a full life. Table 2:

Eriks friends asked if (she, they) could attend his marriage on a mountain. Table 3: Climbers need ice axes, and I have seen one of (he, them). Table 4: When Peter talked to us about climbing, (he, she) was serious. Table 5: Peter tried to repair the radio, but (they, it) still would not work. Table 6: Climbers take special equipment with (he, them). Give students plenty of time to complete this activity. SIOP 18 Once everyone is finished have a spokesman from each table come to the ELMO and share their tables response. Correct or affirm their responses before moving on to the next table. SIOP 29 Review the definitions and key concepts for the terms pronoun and antecedent before moving to the independent activity. SIOP 27 & 28 Tell the students: A pronoun is a word that takes the place of one of more nouns. The antecedent of a pronoun is the word or group of words to which the pronoun refers. Pronouns and antecedents must agree both by gender and number. Formative Assessment: Learning Goal Identify and use pronouns and their antecedents correctly. Success Criteria I will discuss and use pronouns correctly in a sentence. I will discuss and identify pronouns and their antecedents in a sentence. I will discuss and write sentences using antecedents and pronouns correctly. SIOP 30 Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP student who need it to help them productively participate in their groups discussion and activity. Partner ELL and IEP students with students that can help them if extra support is needed. Independent (You do it alone) Pass-out The Fortune Teller Story. SIOP 4-6, 12, 13, 20, 21 Tell the students: On your own, I would like you to read the short story The Fortune Teller. As you read, you are to think of an appropriate pronoun that you could use in place of the underlined antecedents in the story. Once youve finished reading the story, you will then flip over your papers and fill in the blanks on the backside of your story with the pronouns that you think appropriately replace the underlined antecedents in your story. Remember, a pronoun and its antecedent must agree with each other both by number and gender. That means if youre talking about a man or a boy you cannot use the pronoun she or her, instead you would need to use the pronoun he or his. Does everyone understand? Are there any questions? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 Give students plenty of time to complete the assignment. SIOP 18 When students are finished, read the story The Fortune Teller to the students with the correct pronouns in place so they can see how well they did. Summative Assessment: SIOP 30 Students demonstrated that they understood the terms pronoun and antecedent by participating in a group activity and by using pronouns correctly in The Fortune Teller Story. Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP student who need it. Have them work with a partner if the need arises. Assessment Strategy Observation: Work the Crowd as students discuss and correct their sentences to make sure students can correctly identify and use pronouns and their antecedents in a sentence.

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. SIOP 27 & 28 Tell the students: Today we learned the difference between nouns and pronouns and we learned what the word antecedent meant. A noun names a person, place, thing, or idea. A pronoun is a word that takes the place of a noun. An antecedent is the noun to which a pronoun refers. Pronouns and antecedents must agree both by gender and number. Have the students revisit the Content and Language Walk-aways. SIOP 1 & 2 Content Walk-Away: Students will understand the difference between a noun and a pronoun. Students understand the meaning of the term antecedent. Language Walk-Away: Students will demonstrate proper pronoun and antecedent agreement through a group activity and by using pronouns and antecedents correctly in their writing. ***Have the students turn in their The Fortune Teller Story. 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 time plenty of time to complete the tasks they are asked to complete. I need to remember to set clear expectations for the students before each activity. Materials: Vocabulary Word-strips Two-sided Nouns & Pronouns Hand-out Pronoun & Antecedent Practice Sheet Table Activity Questions The Fortune Teller Story Time needed: 45-50 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 assessment data to help me determine if students successfully meet my objectives for the lesson or not. I could also use the data to determine what students knew about pronouns before teaching the next five lessons included in my unit plan. Then using the assessment data that I collected, I will either go back and reteach the items that students had misconceptions on, or move forward if students demonstrated that they understood the key concepts associated with pronouns and their antecedents or nouns. I will also review key concepts related to pronouns and antecedents during future lessons as the need arises. I will also use the pre-test data to help guide my teaching as I continue to teach the lessons in pronoun unit. If there was a question or two that students really struggled with, I would make sure I addressed that question as I continued teaching my pronoun lessons.

How can I transfer what I learned from teaching this lesson to future teaching? I learned that students are enthusiastic and motivated to learn when you make what they are learning relevant and meaningful. Understanding this, I plan on incorporating as many hands-on and meaningful opportunities to learn in my lessons as I can. What was effective and not effective? Introducing the importance of pronouns through a short story was extremely effective. It provided students with a strong visual and helped pull my ELL and IEP students into the lesson. The least effective part of my lesson was probably my timing. With only 84 minutes a day to teach everything I need to teach in Language Arts, time always seems to be my worst enemy. I always seemed rushed, and as a result, I dont feel I always give my IEP and ELL students enough time to fully comprehend the content that I am teaching. What goals can I set to improve my practice and student learning? The goals that I have set for myself are to plan ahead for opportunities where I can challenge my students more. I think that this is one area where I could really improve because I will it would be extremely beneficial in my students learning abilities.