Recognize Correct Pronoun Use | EL Education Curriculum

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ELA 2019 G6:M3:U2:L4

Recognize Correct Pronoun Use

In this Lesson

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Focus Standards: These are the standards the instruction addresses.

  • RL.6.1, RL.6.2, RL.6.3, RL.6.6, L.6.1a

Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

  • RL.6.10, W.6.10
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Daily Learning Targets

  • I can determine how Cal's point of view is conveyed in chapter 22. (RL.6.6)
  • I can recognize and correct pronoun case. (L.6.1a)
  • I can use specific steps to ensure that pronouns are in the proper case. (L.6.1a)

Ongoing Assessment

  • Opening A: Write a Summary (RL.6.1, RL.6.2, W.6.10)
  • Work Time A: Gist on sticky notes
  • Work Time A: Analyze Point of View: Two Roads note-catcher (RL.6.1, RL.6.6)
  • Closing and Assessment A: Practice Pronoun Case (L.6.1a)

Agenda

AgendaTeaching Notes

1. Opening

A. Write a Summary - RL.6.2 (10 minutes)

2. Work Time

A. Read Two Roads, Chapter 23 - RL.6.6 (15 minutes)

B. Mini Lesson: Pronoun Case - L.6.1a (15 minutes)

3. Closing and Assessment

A. Practice Pronoun Case - L.6.1a (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapter 24 in Two Roads in preparation for studying this chapter in the next lesson.

Alignment to Assessment Standards and Purpose of Lesson

  • RL.6.1 – Opening A: Students use text evidence from chapter 22 of Two Roads to write a summary of the chapter.
  • RL.6.2 – Opening A: Students compose an objective summary of chapter 22.
  • RL.6.6 – Work Time A: Students explore connections among the authors’ points of view in different texts they have read. Then, they add to their Analyze Point of View: Two Roads note-catchers.
  • L.6.1a – Work Time A: Students participate in a mini lesson to learn more about pronoun cases.
  • L.6.1a – Closing and Assessment A: Students exercise their new learning about pronoun cases by completing a practice activity in which they determine the job and case of pronouns in sample sentences.

Opportunities to Extend Learning

  • An optional Mini Language Dive, intended for use after students read chapter 23 of Two Roads in Work Time A, is available in the Teacher’s Guide for English Language Learners. ▲
  • Students who are particularly intrigued by the mechanics of sentence structure may be interested in sentence diagramming. Allow students to explore sentence diagramming to better understand how parts of speech interact to build increasingly complex sentences.

How It Builds on Previous Work

  • In Lesson 3, students read and analyzed chapter 22, working collaboratively to plan a summary of the chapter. Opening A in this lesson builds on that work by having students complete their summary, noting an emerging theme and providing text details to support their inferences.
  • Previously in Unit 1, students practiced identifying and correctly using intensive and reflexive pronouns. In this lesson, students continue practicing Language standards by recognizing and using the correct pronoun in the appropriate case.

Support All Students

  • Chapter 23 of Two Roads depicts the hard labor expected of students at American Indian boarding schools. Remind students of the excerpts from the Meriam Report they have already read that also discuss the exploitation of child labor and help students make connections between the two to support comprehension of the anchor text.
  • The pronoun work of this and later lessons may offer unique challenges and opportunities for ELLs. Depending on the amount of formal English instruction they have received, especially grammar instruction, some ELLs may be more equipped than even their native English-speaking classmates to identify or name the job or case of pronouns in a sentence; other ELLs, with less experience formally studying English, may be especially confused by some of the pronoun terminology introduced in Work Time B. If feasible, invite ELLs to summarize, in writing or in small groups, their experiences formally studying grammar, especially pronouns. Based on the information gleaned, adapt instruction accordingly (e.g., supplement mini lessons with basic pronoun instruction; strategically pair students according to familiarity with pronouns; designate volunteer ELLs to be the “grammar experts” for the day). ▲

Assessment Guidance

  • The pronoun instruction completed in this lesson assumes that students have some knowledge of subjects and predicates in sentences. Review these concepts as necessary to ensure clarity while students work to understand pronoun cases in Work Time B. Note also the color coding strategy used in Work Time B matches that which is used to code sentence chunk strips during Language Dives.

Down the Road

  • In the next lesson, students read another chapter in the anchor text and add an additional entry to the Point of View note-catcher. They also examine the way in which chapter 24 helps to develop the setting and plot of the text, determine the connotative and figurative meanings of language used in an excerpt of the text, and analyze the way in which chapter 24 fits within the larger structure of the novel.

In Advance

  • Preread chapter 23 of Two Roads to identify potentially challenging vocabulary or plot points.
  • Review the new materials used in this lesson to ensure clarity about what students will need to know and be able to do, especially the new learning regarding pronoun case.
  • Strategically arrange students into triads for the Practice Pronoun Case work.
  • Prepare copies of handouts for students (see Materials list).
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Time B: Choose a brief, engaging, and age-appropriate video to support practice with pronoun case.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 6.I.B.6, 6.I.B.8, 6.II.A.1, 6.II.A.2, 6.II.B.4, and 6.II.C.6.

Important Points in the Lesson Itself

  • To support ELLs, this lesson features direct grammar instruction with teacher scaffolding through a mini lesson on pronoun case. Appropriate pronoun use is a key language goal for Grade 6 (L.6.1); this lesson has built-in opportunities for students to practice correctly determining a pronoun's job and case in sample sentences.
  • ELLs may find it challenging to effectively participate in the pronoun case mini lesson.Even if they have had direct pronoun instruction in past English-language lessons, or they generally use pronouns correctly now, the sophistication of the terminology used in the mini lesson could impede understanding. Consider inviting students to rewrite key terms from their Pronoun Case Notes (e.g., subjective case; predicate pronoun; indirect object) on chart paper and illustrate them with examples and images. Separating the components of the Pronoun Case Notes and enhancing them visually may help students feel less overwhelmed and more engaged, supporting their understanding the notes' content.

Vocabulary

  • objective pronoun, possessive pronoun, subjective pronoun (DS)

Key

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

Materials from Previous Lessons

Teacher

Student

  • Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
  • Homework: Analyze Point of View: Two Roads, Chapter 22 (example for teacher reference) (from Module 3, Unit 2, Lesson 3, Homework A)
  • Text Guide: Two Roads (for teacher reference) (from Module 3, Unit 1, Lesson 2, Work Time A)
  • Gist anchor chart: Two Roads (example for teacher reference) (from Module 3, Unit 1, Lesson 1, Work Time C)
  • Gist anchor chart: Two Roads (one for display; from Module 3, Unit 1, Lesson 1, Work Time C)
  • Analyze Point of View: Two Roads note-catcher (example for teacher reference) (from Module 3, Unit 1, Lesson 8, Work Time B)
  • Equity sticks (from Module 1, Unit 1, Lesson 1, Work Time C)
  • Summary Planner: Two Roads, Chapter 22 (one per student; from Module 3, Unit 2, Lesson 3, Closing and Assessment A)
  • Homework: Analyze Point of View, Chapter 22 (one per student; from Module 3, Unit 2, Lesson 3, Homework A)
  • Two Roads (text; one per student; from Module 3, Unit 1, Lesson 1, Opening A)
  • Analyze Point of View: Two Roads note-catcher (one per student; from Module 3, Unit 1, Lesson 8, Work Time B)
  • Homework: Analyze Point of View: Two Roads, Chapter 22 (one per student; from Module 3, Unit 2, Lesson 3, Homework A)

New Materials

Teacher

Student

  • Write a Summary: Two Roads, Chapter 22 (example for teacher reference)
  • Chart paper (one piece)
  • Colored marker or highlighters (blue, red, and green) (one of each color)
  • Practice Pronoun Case (example for teacher reference)
  • Write a Summary: Two Roads, Chapter 22 (one per student)
  • Sticky notes (one per student)
  • Synopsis: Two Roads, Chapter 23 (one for display and one per student)
  • Pronoun Case Notes (one per student and one for display)
  • Colored markers or highlighters (blue, red, and green) (one per student)
  • Practice Pronoun Case (one per student)

Assessment

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Opening

Opening

A. Write a Summary - RL.6.2 (10 minutes)

  • Direct students to retrieve their Summary Planner: Two Roads, Chapter 22 from the previous lesson and to move back together with the partner with whom they completed the planner.
  • Distribute Write a Summary: Two Roads, Chapter 22 to each student. Direct pairs to use their planner to compose a summary of chapter 22. Each student is responsible for completing a summary, although partners can think aloud together. Refer to the Write a Summary: Two Roads, Chapter 22 (example for teacher reference) as needed.
  • Collect summaries to review; plan to highlight strengths and clarify misconceptions in a future lesson.
  • Using a preferred classroom routine, collect or review the answers to Homework: Analyze Point of View: Two Roads, Chapter 22. Refer to Homework: Analyze Point of View: Two Roads, Chapter 22 (example for teacher reference).
  • Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

Work Time

Work TimeLevels of Support

A. Read Two Roads, Chapter 23 - RL.6.6 (15 minutes)

  • Repeated routine: Read chapter 23 of the text, using Text Guide: Two Roads (for teacher reference) for comprehension and vocabulary questions as needed. Students who are ready to read independently or in small groups should be released to this independence. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Students continue to identify how characters in the text demonstrate habits of character. Refer to the Gist anchor chart: Two Roads (example for teacher reference) and chapter synopsis as needed, as well as any other appropriate resources.
  • Gist: Students at Challagi do hours of back-breaking labor every day. Cal takes a beating during boxing practice.
  • Turn and Talk:

"What connections do you notice between the title of this chapter and Captain Pratt's point of view in the speech we analyzed?" (The title of the chapter is "To Help Indians" and that, along with the stated mission of the school, aligns with the point of view expressed by Pratt in his speech.)

"What connections do you notice between Cal's point of view on pages 242-244, and the Meriam Report?" (Cal's experiences more closely align with the findings of the Meriam Report, both of which contrast with the chapter title and Captain Pratt's point of view.)

  • Refocus students, and direct them to retrieve their Analyze Point of View: Two Roads note-catcher. Instruct students to answer the questions at the bottom of the handout with comparisons for Pratt and the Meriam Report using the examples discussed. Using a total participation technique, invite students to share out their responses. Refer to Analyze Point of View: Two Roads (example for teacher reference) as needed.
  • Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

For Lighter Support

  • In Work Time A, after students read chapter 23 of Two Roads, invite students to participate in a Mini Language Dive in small groups to examine the way that word connotation and strategic punctuation use can be used to highlight a character's point of view (RL.6.4, RL.6.6). This Mini Language Dive also gives students the opportunity to practice using dictionaries to clarify the precise definition of multiple-meaning words as they are used in the sentence (L.6.4d).
  • As an extension to the Mini Language Dive and to help students draw connections across multiple texts, challenge students to compare the Language Dive sentence to the language in Captain Pratt's speech, which students analyzed in Unit 1. The similarities in tone, style, and content may help students better contextualize the attitudes of Challagi's Superintendent Morrell. Students may also wish to examine another sentence from page 242: "It is meant to teach the Indian a new modern way. To finally make him into a useful citizen after, as Superintendent Morrell puts it, 'untold generations of meaningless savage life.'

For Heavier Support

  • As an extension to the Mini Language Dive of Work Time A, and in order to reinforce work with connotation (RL.6.4, L.6.5c), invite students to investigate the connotation of the words mission and institution. Provide students with the definitions of these words and their synonyms (e.g., goal and organization). Invite students to notice small differences among the pairs of words (i.e., What is the difference in meaning between institution and organization?). Then, students can use these differences in denotation to reflect on possible differences in connotation. Examples of words and denotations to include in this exercise are:
    • mission: the ambition, goal, or job of an organization
    • goal: something that you are trying to do or achieve
    • institution: an established organization
    • organization: a company, business, etc., that is formed for a particular purpose

B. Mini Lesson: Pronoun Case - L.6.1a (15 minutes)

  • Review the learning target for this section of the lesson:

"I can use specific steps to ensure that pronouns are in the proper case."

  • Distribute and display Pronoun Case Notes. Invite students to spend 3 minutes reading over the notes.
  • After 3 minutes, ask students to Think-Pair-Share in response to the question:

"What wonderings do you have based on the notes?"

  • Use equity sticks to call on three students to share one of their partner's wonderings.
  • Write student wonderings on a piece of chart paper that serves as a Parking Lot for questions.
  • Explain to students that there are three pronoun cases: subjective, objective, and possessive. Each case has specific pronouns. In order to figure out if a pronoun is used correctly based on its case, students must learn the different functions or jobs of a pronoun.
  • Direct students' focus to the chart located in the Pronoun Case Notes.
  • Turn and Talk:

"What are the different functions or jobs of a pronoun according to the chart? With which function are you least familiar?"

  • Direct students' focus to the examples located in the Pronoun Case Notes.
  • Read the first example under the heading Subjective Case out loud. Use equity sticks to elicit answers. Ask:

"What makes the pronoun I the subject of the sentence?" (I is doing the action. I is the person sprinting across the field.)

  • Highlight the subject I on the displayed Pronoun Case Notes with a blue colored marker or highlighter. Highlight the simple predicate sprinted in red colored marker or highlighter. Distribute blue, red, and green colored markers or highlighters to students and invite them to make the same annotations.

"Since I is doing the action and I is the subject of the sentence, what case is the pronoun?" (subjective case)

"Why wouldn't the pronoun me be the correct pronoun to use in this sentence?" (The pronoun me is an objective case pronoun. The job of the pronoun in this sentence is to act as the subject of the sentence. If the pronoun is the subject of the sentence, then the pronoun used must be subjective case.)

  • If students struggle to answer the question, use these questions to guide their thinking:

"What case is the pronoun me?" (objective)

"If a pronoun is the subject of a sentence, like in this example, can the pronoun be objective case?" (no)

  • Direct students' focus to the second example under the heading Subjective Case. Cold-call a student to read the sentence. Ask:

"What is the subject of the sentence?" (captain)

"What is the predicate of the sentence?" (steered)

"What is the pronoun that replaces the noun subject?" (he)

  • Explain to the students that the pronoun he is located in the complete predicate of the sentence and the pronoun he is referring back to the subject, captain. Highlight in green the pronoun he on the displayed Pronoun Case Notes with a colored marker or highlighter. Draw an arrow to the noun it replaces captain. Highlight in red the complete predicate of the sentence steered the ship he helped to build.
  • Explain that the job of the pronoun in this sentence is predicate pronoun. A predicate pronoun takes subjective case; therefore, the pronoun he is the proper pronoun to use in this sentence.
  • Direct students' focus to the first example under the heading Objective Case. Cold-call a student to read the sentence. Ask:

"What is the subject of the sentence?" (babysitter)

"What is the predicate of the sentence?" (watched)

"What is the pronoun in the sentence?" (me)

"Who/what was the babysitter watching? (The babysitter was watching me.)

  • Explain to the students that the pronoun me is receiving the action of the verb, so the pronoun me is the direct object. A pronoun that is a direct object takes the objective case; therefore, the pronoun me is the proper pronoun to use in this sentence. Highlight the subject on the displayed Pronoun Case Notes with a blue colored marker or highlighter. Highlight the predicate watching with a red colored marker or highlighter. Draw an arrow from the simple predicate to the direct object receiving the action me. Highlight in green the pronoun me.
  • Direct students' focus to the first example under the heading Possessive Case. Cold-call a student to read the sentence. Ask:

"What is the subject of the sentence?" (dog)

"What is the predicate of the sentence?" (is destroying)

"What is the pronoun in the sentence?" (Your)

"What does the pronoun show ownership of?" (dog)

"Why can't we replace your with you in this sentence?" (You is a subjective or objective pronoun, not a possessive pronoun.)

  • Highlight in blue the subject dog. Highlight in red the predicate is destroying. Highlight in green the pronoun your.
  • Return to the Parking Lot questions and address any questions that were not answered through the mini lesson instruction.
  • Think-Pair-Share:

"Why might it be important or useful to understand pronouns and their functions?" (Answers will vary, but may include: Understanding the nuances of language can help us to better appreciate well written sentences and texts and to become better writers ourselves. Expressing yourself clearly and concisely is essential in academic and professional work, as well as personal communications.)

  • Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
  • N/A

Closing & Assessments

Closing

A. Practice Pronoun Case - L.6.1a (5 minutes)

  • Invite students to move to their predetermined triads.
  • Distribute Practice Pronoun Case handout.
  • Read the Focus Questions and Steps to Success on the Practice Pronoun Case handout.
  • Invite students to answer questions 1-3 with their triad. Visit the triads and ask clarifying questions to guide student thinking.
  • Regain student focus. Use the Practice Pronoun Case (example for teacher reference) to review the correct answers with the students. Model the think aloud process for the Steps to Success, as needed.
  • Repeated routine: Invite students to reflect on their habit of character focus for this lesson.

Homework

Homework

A. Preread Anchor Text

  • Students preread chapter 24 in Two Roads in preparation for studying this chapter in the next lesson.

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