Pronouns Introduction

Grade Level

6th - 7th Grade

Duration

45 minutes

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Learning Standards (Common Core Alignment)

CCSS.ELA-LITERACY.L.6.1.A
Ensure that pronouns are in the proper case (subjective, objective, possessive).

CCSS.ELA-LITERACY.L.7.1.A
Explain the function of phrases and clauses in general and their function in specific sentences, including pronouns.

CCSS.ELA-LITERACY.L.6.1.B
Use intensive pronouns (e.g., myself, ourselves).

CCSS.ELA-LITERACY.L.6.1.C
Recognize and correct inappropriate shifts in pronoun number and person.

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Learning Objectives

By the end of this lesson, students will be able to:

• Define what a pronoun is and explain its purpose in sentences.
• Identify different types of pronouns: subjective, objective, and possessive.
• Correctly use various pronouns in their own sentences.
• Demonstrate understanding through a short formative quiz.

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Materials Needed

• Whiteboard and markers
• Pronoun posters with examples and visuals (subjective, objective, possessive)
• Printed sentence strips for group activity
• Projector or smartboard for guided practice text
• Student notebooks/journals
• Sentence starters handout for accommodations
• Short formative quiz sheet
• Timer or clock

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Lesson Procedures

1. Warm-up / Engagement (7 minutes)

Group Activity: Pronoun Identification Relay

• Divide class into 5 groups of 10 students each.
• Prepare sentence strips (10 sentences per group) containing pronouns and other parts of speech.
• Each group selects a “runner” who picks a sentence strip, reads it aloud, and teammates identify pronouns in the sentence.
• Points awarded for correctly identifying pronouns and naming their types.
• Rotate so at least 2 students read sentences.
• Reflect briefly: “What do pronouns help us do in a sentence?”

Accommodations: Provide visual examples of pronouns on posters visible to all groups.

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2. Direct Instruction (10 minutes)

Mini Lesson on Pronouns

• Using the smartboard/projector, display a clear definition of pronouns:
  “A pronoun is a word that takes the place of a noun to avoid repetition.”
• Present the three main types focused on today:
  • Subjective (I, you, he, she, it, we, they)
  • Objective (me, you, him, her, it, us, them)
  • Possessive (my, your, his, her, its, our, their)
• Use color coding and images (e.g., a subject character pointing to themselves for subjective) to clarify.
• Model sentences with each type and highlight the pronouns.
• Briefly mention common errors (e.g., “me” used as subject).

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3. Guided Practice (10 minutes)

Pronoun Hunting in a Short Text

• Project a short, 5-sentence paragraph containing a mixture of pronouns.
  Example: "Sarah and I went to the park. She brought her kite, and I held mine tightly. We both had a great time."
• In pairs, students underline pronouns and label each as subjective, objective, or possessive in their notebooks.
• Teacher circulates to check comprehension, providing scaffolding as needed.
• Quick whole-class review: Call on students to share answers and explain their reasoning.

Accommodations: Provide a worksheet version with highlighted phrases, sentence starters ("This pronoun is... because...").

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4. Independent Practice (12 minutes)

Sentence Creation: Pronoun Power

• Students write three sentences each in their notebooks:
  1. A sentence using a subjective pronoun correctly.
  2. A sentence using an objective pronoun correctly.
  3. A sentence using a possessive pronoun correctly.
• Encourage creativity (e.g., describing their family, friends, or favorite activities).
• Challenge: Try to avoid repeating nouns after pronouns to practice fluency.
• Teacher provides individual support and feedback.

Accommodations: Offer sentence starters:

• Subjective: “___ is going to…”
• Objective: “I gave the book to ___.”
• Possessive: “This is ___ ball.”

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5. Closure (6 minutes)

Review and Formative Quiz

• Quick verbal review of definitions and types by asking students to “name one subjective pronoun” or “give an example of possessive pronoun.”
• Distribute a 5-question quiz: multiple choice and fill-in-the-blank focusing on identification and usage of pronouns.
• Example question:
  • “Underline the pronoun and state its type: ‘He gave her his pencil.’”
• Collect quizzes for assessment.

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Assessment

• Formative quiz (5 questions) to check understanding of pronoun types and usage.
• Observation and anecdotal notes during group and independent activities.
• Exit ticket (optional): One sentence explaining why we use pronouns in language.

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Differentiation and Accommodations

• Sentence starters and visual aids to support ELL and students with learning disabilities.
• Pair work for peer support during guided practice.
• Option to verbally express sentences for students with writing difficulties.
• Use of color coding and images for visual learners.

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Reflection and Follow-up

• Use quiz results to tailor next lesson focused on pronoun shifts and agreement.
• Plan to incorporate more interactive games in Lesson 2 to reinforce pronoun practice.
• Consider integrating technology tools (like Kahoot) for online pronoun practice for homework or center activities.

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This lesson aims to build a strong foundation in pronouns early in the unit while engaging students with collaborative and creative tasks that respect diverse learning needs and promote mastery of critical language standards.