Exploring Pronouns

Overview

This 2-day, 15-minute per day mini-unit introduces 3rd grade students to the concept of pronouns. Following the "I do, we do, you do" instructional model, students will engage in scaffolded activities that develop their understanding and use of pronouns, aligned with Common Core State Standards for English Language Arts (CCSS.ELA-LITERACY.L.3.1).

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Standards

CCSS.ELA-LITERACY.L.3.1:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• Form and use regular and irregular plural nouns.
• Use abstract nouns.
• Form and use regular and irregular verbs.
• Form and use simple verb tenses.
• Ensure subject-verb and pronoun-antecedent agreement.
• Use coordinating and subordinating conjunctions.
• Produce simple, compound, and complex sentences.

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Day 1: Introduction to Pronouns

Objective

I can identify pronouns and understand their purpose in replacing nouns in sentences.

Success Criteria

• I can explain what pronouns are.
• I can point out pronouns in a sentence.
• I can match pronouns to the nouns they replace.

Materials

• Picture cards of people, places, and objects
• Sentence strips
• Whiteboard and markers

Lesson Breakdown (15 minutes)

1. I Do (Teacher Modeling) – 5 minutes

   • Begin with a simple explanation: “Pronouns are words that take the place of nouns so we don’t have to keep repeating the same word.”
   • Write a sentence on the board: “Samantha is playing with Samantha’s dog.” Then model how to replace “Samantha” with “she” and “her” to make the sentence smoother: “She is playing with her dog.”
   • Highlight the pronouns and explain they stand in for the noun “Samantha.”

2. We Do (Guided Practice) – 6 minutes

   • Display sentences with repeated nouns on sentence strips (e.g., “John likes John’s bike.”).
   • As a class, decide which pronouns can replace the repeated nouns.
   • Write the new sentences on the board as the class contributes (e.g., “He likes his bike.”).
   • Use picture cards to reinforce who “he,” “she,” or “it” might refer to.

3. You Do (Independent Practice) – 4 minutes

   • Provide each student with a short worksheet of 3 sentences with repeated nouns.
   • Students rewrite sentences replacing nouns with the correct pronouns.
   • Circulate and support as needed.

Differentiation

• For learners needing support: Use visual noun-pronoun matching cards and provide guided sentence frames (e.g., “___ is playing with ___ ball.”).
• For advanced learners: Challenge them to write their own short sentences using different pronouns correctly.

Extension Activity

• Ask advanced learners to identify pronouns in a favorite book or story and bring examples to discuss in the next session.

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Day 2: Using Pronouns in Sentences

Objective

I can use pronouns correctly in sentences to replace nouns and keep writing clear.

Success Criteria

• I can choose the right pronoun for a noun.
• I can write sentences using pronouns properly.
• I can check my sentences to make sure pronouns agree with their nouns.

Materials

• Whiteboard and markers
• Mini dry-erase boards or paper for each student
• Sentence strips for review

Lesson Breakdown (15 minutes)

1. I Do (Teacher Modeling) – 5 minutes

   • Remind students about yesterday’s lesson. Write a few new sentences on the board with missing pronouns (e.g., “___ is my friend.”).
   • Model thinking aloud choosing the correct pronoun: “If I’m talking about a boy, I would say ‘He is my friend.’”
   • Explain pronoun-antecedent agreement in simple terms: “The pronoun has to match the person or thing we’re talking about.”

2. We Do (Guided Practice) – 5 minutes

   • On the board, place several incomplete sentences, invite students to suggest correct pronouns to fill in blanks, discussing each choice.
   • Ask students to rewrite one sentence together including pronouns correctly.

3. You Do (Independent Practice) – 5 minutes

   • Students write 2 sentences of their own, replacing any nouns with pronouns.
   • Students share their sentences aloud with a partner or the teacher for feedback.

Differentiation

• For struggling learners: Use a pronoun choice word bank and offer sentence starters.
• For advanced learners: Encourage using a variety of pronouns including possessive pronouns (e.g., his, hers, theirs).

Extension Activity

• Provide a short paragraph missing pronouns and ask advanced students to fill in all correct pronouns to complete it.

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Assessment and Reflection

• Collect student worksheets and sentences for a quick formative assessment to check understanding.
• Use student responses during "we do" and "you do" to monitor progress and adjust further instruction.
• End each day with a quick thumbs-up/thumbs-down to see how confident students feel about pronouns.

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Summary

This focused, scaffolded approach introduces pronouns in manageable pieces, consolidates learning with peer and independent practice, and distinguishes learning levels for diverse students, ensuring compliance with Common Core standards. The "I can..." statements empower students to monitor their learning, while success criteria clarify expectations for understanding and use of pronouns.