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Day 1: Subject & Object Pronouns

Standards

• CCSS.ELA-LITERACY.L.4.1.A: Explain the function of pronouns as nouns used to avoid repetition.
• CCSS.ELA-LITERACY.L.4.1.B: Form and use the possessive case of personal pronouns.
• CCSS.ELA-LITERACY.L.4.1.D: Recognize and correct inappropriate shifts in pronoun number and person.

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Objectives (I Can Statements)

• I can identify and use subject pronouns in sentences.
• I can identify and use object pronouns correctly.

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Success Criteria

• I can explain what a subject pronoun is.
• I can point out the subject pronouns in sentences.
• I can explain what an object pronoun is.
• I can correctly replace nouns with object pronouns in sentences.

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Materials

• Whiteboard and markers
• Sentence strips (with sentences containing nouns and pronouns)
• Student notebooks and pencils
• Pronoun flashcards

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Lesson Outline (20 mins)

1. I Do (Teacher Modeling) — 6 mins

• Briefly explain pronouns as words that take the place of nouns.
• Define subject pronouns (I, you, he, she, it, we, they).
• Show example sentences on the board, e.g.:
  • "Sara runs fast." vs. "She runs fast."
• Define object pronouns (me, you, him, her, it, us, them).
• Show example sentences, e.g.:
  • "Tom helps Sara." vs. "Tom helps her."
• Think aloud as you replace nouns with subject and object pronouns.
• Write down “I,” “You,” “He,” “Me,” “Us,” etc., on the board.

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2. We Do (Guided Practice) — 8 mins

• Pass out sentence strips with simple sentences.
• As a class, read each sentence aloud.
• Identify the noun to replace.
• Decide if the pronoun should be subject or object.
• Replace the noun with the correct pronoun together.
• Example sentence to practice:
  • “The dog chased the cat.” → “It chased it.”
• Use flashcards to quiz on correct subject vs. object pronouns with quick “thumbs up/down” answers.

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3. You Do (Independent Practice) — 6 mins

• Students write 3 sentences in their notebooks:
  • 1 sentence using a subject pronoun
  • 1 sentence using an object pronoun
  • 1 sentence replacing nouns with pronouns.
• Circulate to provide support and feedback.

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Differentiation Strategies

• For struggling learners: Use visual aids with pictures replacing pronouns for better understanding. Provide sentence starters for guided and independent tasks.
• For ELL students: Pair with bilingual word lists for pronouns, and use gestures to reinforce meaning.
• For advanced learners: Challenge students to write sentences with both subject and object pronouns and explain their choices in writing.

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Extension Activity

• Write a short story replacing all proper nouns with pronouns (subject and object) and present it orally to a peer group.

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Day 2: Reflexive & Interrogative Pronouns

Standards

• CCSS.ELA-LITERACY.L.4.1.A: Understand and use reflexive pronouns correctly.
• CCSS.ELA-LITERACY.L.4.1.B: Form and use the pronouns in questions (interrogative pronouns).
• CCSS.ELA-LITERACY.L.4.1.D: Recognize shifts in pronoun usage in questions and reflections.

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Objectives (I Can Statements)

• I can explain and use reflexive pronouns.
• I can identify and use interrogative pronouns in questions.

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Success Criteria

• I can define reflexive pronouns and use them correctly.
• I can identify interrogative pronouns (who, what, which, whom, whose).
• I can create questions using interrogative pronouns.

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Materials

• Whiteboard and markers
• Reflexive & interrogative pronoun word bank posters
• Question cards for group activity
• Index cards for sentence creation

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Lesson Outline (20 mins)

1. I Do (Teacher Modeling) — 5 mins

• Explain reflexive pronouns: pronouns ending in “-self” or “-selves” that refer back to the subject (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves).
• Show examples:
  • “I made myself a sandwich.”
  • “They blamed themselves.”
• Define interrogative pronouns used to ask questions: who, whom, whose, which, what.
• Model creating questions and identifying interrogative pronouns:
  • “Who is coming to the party?”
  • “Which book do you want?”

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2. We Do (Guided Practice) — 8 mins

• Using the word bank posters, create sentences together using reflexive pronouns.
• In pairs, have students draw a question card and form a question using interrogative pronouns aloud.
• Discuss responses emphasizing the pronouns’ function.

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3. You Do (Independent Practice) — 7 mins

• Students write two sentences:
  • One sentence with a reflexive pronoun.
  • One question using an interrogative pronoun.
• Share a few sentences aloud and review correctness as a class.

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Differentiation Strategies

• For students needing support: Use fill-in-the-blank sentence frames with reflexive and interrogative pronouns.
• For ELLs: Practice oral repetition with visuals and kinesthetic gestures (pointing, self-touch).
• For advanced learners: Challenge to write a short paragraph combining both reflexive and interrogative pronouns.

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Extension Activity

• Create a “pronoun scavenger hunt” where students find reflexive and interrogative pronouns in other read-aloud texts or classroom books, then share examples with the class.

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Teacher Reflection & Notes

• Monitor students’ ability to differentiate between and correctly use the four types of pronouns.
• Adjust pacing and provide extra practice using games or interactive digital tools if available.
• Praise students for creative sentence construction to build enthusiasm and deepen understanding.