Taking Places: Personal Pronouns

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Objective

SWBAT write personal pronouns in the place for specific nouns.

Big Idea

In writing, the use of pronouns can be tricky for students. Sometimes they use too many or too few. This lesson has them practice different pronouns and understand their purpose in writing.

Personal Pronouns

5 minutes

To begin the lesson, I want to make sure that students understand what a pronoun is and why we use them. I explain to them why I have decided this lesson was important and tell them about all the edits I have made to papers in regards to the capital I.

I write the word pronoun on the board, and we discuss the pronoun I. I ask the class to give examples of when they use it in speaking and writing. I challenge them to think of other pronouns by giving them a minute to write as many as they can think of onto their board. 

White Board Write: Three Rules to Remember

5 minutes

When time is up, I ask them to share some of the ones they thought of. Students did get it, she, he, and they. I then explain that we are going to practice finding pronouns by reading some jokes. In each set of jokes there are pronouns. We will read the joke and then they will write all the pronouns they see onto their white board. 

I use the following worksheet of jokes that also contains the rules for personal pronouns. I made one copy of the jokes and used the document camera to share with the class. I wold read a joke and have them read the punchline all together. I then asked them to look at the joke and write down any pronouns they found on their white boards. I would then say, "show me." They show their white boards and call on students to share their findings. We move on through each rule and practice finding pronouns. 

Rewriting with Pronouns

5 minutes

With practice complete, I ask them to share with me the pronouns we found. I write them onto the white board for the class to reference. 

I ask them to make sure that they have a pencil, and let them know that they will be working with their elbow partner. Each pair will be given a paragraph that needs to be revised using pronouns. I go ahead and read each of the four paragraphs and students laugh as they listen. Each paragraph sounds very funny when no pronouns are used. 

I then give each pair one of the four paragraphs and have them work on changing it. I remind them that they might have to read it aloud to fix it. 

I Have, Who Has Game and Practice

5 minutes

To assess their grasp of using pronouns, I am going to use the practice page that followed the jokes and rules page I did at the beginning of the lesson. As groups finish, I hand them a practice page and ask them to work on it independently. I need to know if they understand how to use pronouns. When I make an assessment about my need for knowing, rather than grades, I have less cheating. 

When students turn in the worksheet, I then read some of the stories the groups edited. I had red the paragraphs earlier, and so the new versions sound much better to the class. We then briefly discuss the importance of pronouns and we discovered by practicing with them. 

For fun, I end the lesson with a game of I Have, Who Has using pronouns. Students read their clue and the student with the answer gives the next clue and we continue until we reach the end.