I told students we were going to learn a new part of speech called pronouns. Pronouns take the place of nouns. I wrote, Lilly gave a snack to Mr. Slinger, on the board and underlined the nouns. I said I was going replace the noun, Lilly, with the pronoun She. With a different colored marker I substituted She for Lilly. Next I told them I was going to replace the noun, Mr. Slinger, with the pronoun, him. I emphasized that I used him because Mr. Slinger is a man. Most of my students are native Spanish speakers and often confuse gender specific pronouns. At that time, I directed their attention to a poster I created as a visual reminder of which pronouns refer to females and which refer to males. I went back to my sentence and told them I was going to replace the noun, snack, with the pronoun, it. The resulting sentence read, She gave it to him.
I wrote a few more examples on the board and guided students in helping me replace the nouns with pronouns. They worked on their whiteboards. I like using whiteboards because I can assess students real-time as they work and provide intervention or reinforcement during guided practice.
I directed students’ attention to a sheet of chart paper where I had written a list of pronouns. I kept the chart posted as a visual reminder to students as they worked. It also served as a reference during writing. I gave students a practice sheet. They were instructed to highlight the pronouns. I wanted to know if students are able to identify pronouns. There were also sentences where they had to replace nouns with pronouns. This gave them practice using pronouns and matching gender specific pronouns.
Students were assessed on their ability to identify pronouns and correctly substitute pronouns for nouns. A score of 80% of higher was considered mastery.
I wanted to cement what students had learned from today’s lesson, so we played Pick a Card. I got a deck of cards and passed one card out to each student. I called out a card and the student with the matching card answered the question. I asked questions such as, “What is the pronoun for Greg in the sentence, Greg had to take Manny to the bathroom?”
Students had fun with this review activity. It kept them engaged because they had to listen for their card.