Day 1: Exploring Possessive Pronouns

Common Core Standards

• CCSS.ELA-LITERACY.L.4.1.D: Form and use possessive pronouns (e.g., my, our, yours, his, hers, its, theirs) correctly.
• CCSS.ELA-LITERACY.L.4.1.A: Explain the meaning of simple similes and metaphors. (supporting language use understanding)

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Learning Objective ("I Can" Statement)

I can identify and correctly use possessive pronouns in sentences.

Success Criteria

• I can explain what a possessive pronoun is.
• I can find possessive pronouns in a sentence.
• I can write sentences using correct possessive pronouns.

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Materials Needed

• Whiteboard and markers
• Sentence strips with pronouns and nouns
• Individual whiteboards or paper for students
• "Possessive Pronoun" anchor chart (pre-made)

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Lesson Breakdown (15 Minutes)

1. Introduction (3 minutes)

• Start with the “I Can” statement written on the board.
• Briefly explain what possessive pronouns are: words that show ownership (e.g., my, your, his, hers, our, their).
• Use a simple example: "This is my book." vs. "This is me." contrast.

2. Guided Practice (6 minutes)

• Display sentences with and without possessive pronouns on the board (e.g., "The dog lost its bone." vs. "The dog is running.").
• Ask students to raise their hands and identify the possessive pronoun.
• Use sentence strips to complete sentences orally and together, emphasizing the use of possessive pronouns in context.
• Mini game: “Who owns it?” — display a picture and say a sentence using a possessive pronoun; students confirm or correct.

3. Independent Writing (5 minutes)

• Students write 3 sentences using different possessive pronouns on their individual whiteboards or paper.
• Teacher circulates, providing immediate feedback and assistance.

4. Closing (1 minute)

• Ask a few students to share one sentence they wrote.
• Review the success criteria together quickly.

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Differentiation Strategies

• Support: Provide a word bank of possessive pronouns for struggling students. Pair visuals with sentences.
• Advance: Challenge advanced learners to write sentences combining possessive pronouns with descriptive adjectives (e.g., "Our huge tree has green leaves.").

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Extension Activity

• Students create a short "Possessive Pronoun Story" using at least five possessive pronouns, which will be shared on Day 2 for practice with pronouns and homophones.

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Day 2: Pronouns and Homophones

Common Core Standards

• CCSS.ELA-LITERACY.L.4.1.B: Use correct capitalization.
• CCSS.ELA-LITERACY.L.4.1.E: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (supporting understanding of sentence parts)
• CCSS.ELA-LITERACY.L.4.2.A: Use context as a clue to the meaning of a word or phrase. (applied to homophones)
• CCSS.ELA-LITERACY.L.4.1.D: Form and use possessive pronouns correctly.

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Learning Objective ("I Can" Statement)

I can distinguish pronouns from homophones and use them correctly in sentences.

Success Criteria

• I can identify pronouns and homophones.
• I can explain the difference between pronouns and homophones.
• I can write sentences using pronouns correctly and distinguish homophones by context.

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Materials Needed

• Homophone cards (e.g., “their/there/they’re”, “your/you’re”)
• Sentence strips with missing words
• Whiteboard and markers
• Mini comic strips or short dialogues showing homophones in context

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Lesson Breakdown (15 Minutes)

1. Review & Connect (3 minutes)

• Review “I Can” statement and briefly recap possessive pronouns from Day 1.
• Introduce homophones: words that sound the same but have different meanings (write examples on board).
• Quickly discuss pronouns vs. homophones to clarify confusion (Example: “Their books are over there.”).

2. Interactive Sorting Activity (6 minutes)

• Split students into pairs; give sets of homophone cards and pronoun cards mixed together.
• Students sort cards into "Pronouns" and "Homophones" piles.
• Discuss as a whole class to correct and confirm sorting.

3. Sentence Completion Game (5 minutes)

• Provide sentence strips with a blank space where either a homophone or a pronoun belongs.
• Students choose the correct word to complete the sentence, justifying their choices.
• Example: "___ going to the park." (Choose between "Their" or "They’re")
• Encourage students to explain meaning to show understanding.

4. Closing and Reflection (1 minute)

• Quick round: each student says one new thing learned about pronouns or homophones.
• Reinforce how knowing homophones and pronouns helps us write and read clearly.

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Differentiation Strategies

• Support: Give visual aids, e.g., pictures to accompany homophones to clarify meaning. Pair students for peer support.
• Advance: Challenge advanced learners to create their own sentences or short dialogues using tricky homophones and pronouns.

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Extension Activity

• Students revise their “Possessive Pronoun Story” from Day 1 by adding at least two sentences that properly use homophones, then share their stories in small groups.

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Teacher Tips to Impress

• Use classroom tech (tablet or smartboard) to display interactive digital sorting activities or quick quizzes.
• Incorporate a "Pronoun & Homophone Rap" with students creating simple rhymes for memorable learning.
• Use real-life contexts: talk about “their backpack” or “your lunch” to personalize learning and make grammar relatable.

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This 2-day mini-unit offers active engagement, aligned rigor with Common Core, and differentiation, ensuring all students build solid foundational language skills in a fun, memorable way.