Use of Personal and Possessive Pronouns
Lesson 3 of 12
Objective: SWBAT use personal and possessive pronouns correctly in a relay writing activity.
This lesson focuses on personal and possessive pronouns. I explain to students that personal pronouns like I, me, you, we, us, he, him, she, her, they, them, and it are words that can be used in place of names of people and things. I further explain that possessive pronouns include words like my, mine, your, his, her, its, their, and our show ownership. We then watch two Brainpop videos on personal pronouns and possessives and take the short quizzes after each video. (Teacher discusses quizzes whole group and students show responses using sign language (a, b, c, d). Teacher calls on select students to justify their answers.) (Click here to watch Brainpop video on personal pronouns.) (Click here to watch Brainpop video on possessives.)
Students break into 2-3 teams of 5 students on each team, with the goal of writing a short narrative paragraph through relay writing. The first student on each team writes a topic sentence which states the main idea. The first student passes the paper to the second student, who adds to the narrative by writing a sentence. We continue passing the paper down until we reach the last student on each team, who writes a concluding sentence. When the narrative is complete, it must include at least 2 personal and at least 2 possessive pronouns. They relay writing teams may have to revise their narratives as a team in order to meet the requirements of the rubric. Any students who are not a part of a team of relay writers will serve as evaluators. Each team then gives their narrative a catchy title, reads their narrative, and the evaluators rate the narratives according to a rubric. The winning team receives treats!
Students complete a quick write of what they learned about personal and possessive pronouns as an exit ticket. They also use higher level Bloom's Taxonomy skills of evaluating the relay writing narratives they hear shared by their peers. Not only do they share which narrative they liked best, but they must explain why they selected that particular narrative as their favorite. This portion of the lesson is encouraging to my scholars because it boosts their confidence in their writing skills by receiving positive affirmation from their peers. In order that my scholars whose narratives are not selected as favorites of their peers do not feel slighted, I give positive affirmation regarding each narrative as it is read my scholars.