Using Pronoun “I”

Overview

This 60-minute lesson plan for Year 1 & 2 students focuses on writing simple sentences using the pronoun “I”. It aligns closely with the National Curriculum for England - Key Stage 1 English statutory requirements for writing and speaking/listening. The lesson includes clear differentiation, engaging speaking and writing activities, and assessment opportunities.

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National Curriculum Links

English Programmes of Study: Key Stage 1

• Writing

  • Write sentences by saying out loud what they are going to write about (Year 1 Writing - Pupils should be taught to: write sentences by saying out loud what they are going to write about, composing a sentence orally before writing it).
  • Write simple sentences that can be read by themselves and others.

• Vocabulary, grammar and punctuation

  • Understand the use of the capital letter for the personal pronoun “I”.

• Speaking and Listening

  • Articulate and justify answers, arguments and opinions.
  • Participate in discussions, presentations, performances.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Recognise the pronoun “I” and understand its use as the subject pronoun referring to oneself.
• Write simple sentences using “I” with a capital letter appropriately placed.
• Speak aloud their sentences clearly and confidently.
• Create their own sentences expressing personal information or actions using “I”.

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Key Vocabulary

Word	Meaning/Explanation	Example Sentence
I	A pronoun used by a speaker to refer to themselves	I am happy.
Sentence	A group of words that express a complete thought	I like cats.
Capital letter	The bigger form of letters used at the start of sentences and for ‘I’	The word I always has a capital letter.
Pronoun	A word that takes the place of a noun	I instead of my name.

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Resources

• Interactive whiteboard or projector
• Prepared slideshow (see slides section below)
• Whiteboards and markers (25 sets, one per pupil)
• Sentence prompt cards with pictures (for differentiation)
• Lined exercise books/writing paper and pencils
• Colour pens for decorating sentences
• Pronoun “I” speech bubble cut-outs
• Rewards/stickers for motivation

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Lesson Structure

1. Introduction (10 minutes)

Aim: Introduce the pronoun “I” using speaking and visual aids.

• Use the interactive whiteboard to show Slide 1: “What is the pronoun ‘I’?”
• Teacher explains that “I” is a word we use when we talk about ourselves.
• Show examples of the word “I” used in sentences (Slide 2) and emphasise the capital letter.
• Say a few sentences aloud using “I” and invite volunteers to repeat.
• Use “I” speech bubble cut-outs: pupils say one thing about themselves starting with “I” (e.g., “I am happy”).

Differentiation:

• Beginners repeat after teacher with sentence prompts already modelled.
• Developing pupils create their own short oral sentences with teacher support.
• Confident pupils add descriptive words (e.g., “I am very happy.”).

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2. Teaching Activity (15 minutes)

Aim: Scaffold writing simple sentences using “I”.

• Show Slide 3: “How to write sentences with ‘I’”. Point out capital letter and full stop.
• Model writing the sentence “I like my dog.” on the board, saying it aloud first.
• Give pupils whiteboards and markers. Call out personal or familiar sentences using “I” (e.g., “I see a cat”, “I can jump”, “I like to read”). Pupils write the sentences.
• Circulate and support pupils, correcting letter formation and punctuation gently.

Differentiation:

• Beginners write dictated words or copy sentences from the board.
• Developing write independently using sentence starters from prompt cards.
• Confident write their own sentences about themselves using “I” and an adjective or verb.

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3. Independent Writing Activity (20 minutes)

Aim: Pupils write their own sentences confidently using “I”.

• Show Slide 4: Differentiated writing tasks.
  • Beginners: Copy 3 sentences using “I” from a word bank with pictures.
  • Developing: Write 3 simple sentences about themselves starting with “I” (e.g., “I like...”, “I am...”).
  • Confident: Write 5 sentences including descriptive language using “I” (e.g., “I am happy when I play outside.”).
• Pupils write in exercise books.
• Teacher and teaching assistants support individually and encourage neat handwriting and punctuation.

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4. Plenary (10 minutes)

Aim: Reinforce learning through sharing and assessment.

• Show Slide 5: Plenary activity - “Read your favourite sentence aloud using ‘I’.”
• Pupils pair up and take turns reading sentences aloud.
• Volunteer pupils share sentences with the whole class.
• Provide positive verbal feedback and stickers for effort.
• Recap: Why do we use “I”? What is special about it in writing? (capital letter)

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Assessment Ideas

• Formative:
  • Observing pupil participation in oral sentence creation (speaking and listening objectives).
  • Monitoring correct use of capital “I” in whiteboard and book work.
  • Checking sentence structure (complete thoughts, full stops).
• Summative:
  • Collect written work to assess independent use of “I” in sentences.
  • Use a simple checklist for differentiation groups (sentence count, punctuation accuracy, vocabulary use).

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Slide Deck Overview

Slide Number	Slide Title	Content Summary
1	What is the pronoun “I”?	Definition + picture of child pointing to self.
2	Sentences with “I”	Examples of simple sentences using “I”.
3	How to write “I” sentences	Capital letter “I”, sentence structure visuals.
4	Writing Task Choices	Differentiated sentence starter prompts with images.
5	Plenary Activity	Instructions for sharing sentences, motivating icons.

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Wow Factor Ideas to Impress Teachers

• Interactive Use of Technology: Using the whiteboard for live sentence building, with drag-and-drop capital “I” and full stop placements.
• Speech Bubble Activity: Pupils hold cut-out “I” bubbles when sharing sentences to kinesthetically reinforce the pronoun’s use.
• Peer Teaching: Confident learners paired with beginners during writing tasks to foster collaboration and reinforce learning.
• Sentence Art: Pupils decorate their sentences with drawings or colourful pens to increase engagement and ownership.
• Positive Behaviour System: Use stickers linked to ‘I’ statements (e.g., “I tried my best”, “I spoke clearly”) to reinforce confidence and speaking skills.

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This lesson plan ensures compliance with the National Curriculum for England KS1 English and incorporates active learning modes with clear assessment strategies, supporting all learners to express themselves confidently using the pronoun “I”.