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Pronoun for kids

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   1 Lesson Objective:  The students will determine  the correct pronoun that matches the subject of a sentence and construct   sentences using the correct pronoun. Materials/Media:      Make matching game for motivation    Noun Review flip chart    Poster board with sentences partially written on it. (Modeling & guided practice)    Index Cards Velcroed with pronouns written on them. (Modeling & guided practice)    Pocket pronouns premade for each student to write on (as we introduce new information)    Board for the board game    One die    Playing pieces- one for each student    Card to draw from with sentences written on them for the game Motivation: As a group, we will play a matching game. One card will have a picture and/or name on it. Another card will have the pronoun on it. For example, a picture of a boy will be matching with the pronoun he. The students will take turn trying to find the matching pairs.  Goal for Learner:  Today we are going to learn about pronouns. Pronouns are words that take the place of nouns in sentences. You may have heard some pronouns before. Some pronouns are he, she, it, they, and we. We are going to learn about some pronouns and also learn how to write sentences using pronouns. New Information Lets Review…      Can anyone tell me what a noun is?    A noun is a person, place, thing, or idea.    What is the noun in this sentence? –  Sara went to school. o   Sara is the noun in this sentence, because she is a person and we said that a noun was a person, place, thing, or idea. Check for Understanding    I have a noun flip chart for the students to write some example people, places, and things on. This is a good review, but will also allow me to better understand if they know what a noun is before I move on to pronouns.   2 New Information    Pronouns are words or phrases that take the place of noun in sentences.    Before I state the example sentences, I will mention that instead of saying: The boy was going to the baseball game, the boy was excited, we can replace the words boy with the word he. Then, I will repeat the sentence, switching the noun for the pronoun so that the students can see: The boy was going to his baseball game, he was excited.    This shows the students that the pronoun can take the place of the noun in the sentence.    Some pronouns are: o   He- boy, man, Mr. Jones    Ex.- The boy was going to his baseball game, he was excited.    In this sentence, the pronoun he refers to the boy. o   She- girl, woman, teacher    Ex.- The woman was going to the grocery store, she had her grocery list ready.    In this sentence, the pronoun she refers to the woman. o   We- you and another person    Ex.- Abby and I were playing in the snow, we were so cold!    In this sentence, the pronouns we refers to Abby and I o   They- 2 or more people or objects    Ex. -The boys were playing on the playground, they were running fast.    In this sentence, the pronoun they refers to the boys. o   It- an object    Ex. - The book was very interesting, it was suspenseful.    In this sentence, the pronoun it refers to the book.    Pronouns keep us from repeating nouns in sentences. As we begin to learn about pronouns, we will make pocket pronouns. This is a piece of paper cut of in the shape of a pocket. It will have the 5 main pronouns that I am focusing on, on it: he, she, it, they, and we on flaps on the pocket. As the students learn about the pronouns, we will write some examples of nouns that the pronouns could replace under each specific pronoun. This will help the students better understand what pronouns are and will help them throughout the lesson. Modeling I will have a poster with sentences wrote on it. I will have the pronoun spot blank in each sentence. I will have pronouns written on index cards with Velcro on the black of them. I will Velcro a pronoun in the correct spot and then explain to the students in my group why I placed them where I did. Guided Practice   3 I will then have the students work together to Velcro the pronouns in the correct spot on the poster board. I will have the students explain to me why they placed the pieces where they did as they go along . (Nonlinguistic Representations and Cooperative Learning) Check for Understanding As the students are working together to fill in the missing pronouns on the chart, I will be asking them some questions.    Why did you place the pronoun where you did?    Does the pronoun match the noun in the sentence? How do you know? Practice/Application    I will bring a board game.    There will be a pile of cards to draw from, about 20-30 cards, each with a sentence on it    One die and moving pieces for each student.    The cards for the game have sentences on them. If the students can tell me the correct pronoun that will replace the noun in the sentence then they get to roll the die and move those spaces. The person who moves the farthest wins!    The student will repeat the sentence to the group, using the correct pronoun in the  place of the noun. This allows me to see if they are able to form correct sentences or not using pronouns.    This will assess whether or not the students have learned anything from my lesson or not. Closure We have learned a lot about pronouns today! I want to review what we have learned. Can someone tell me what a pronoun is? Can someone give me an example of a noun and pronoun that go together? Can someone give me a sentence with a noun and pronoun that match? Pronouns are good to use when you write sentences and when you talk so that you do not have to use the person’s name over and over again. Evaluation of Student Learning:  (refers to objective, includes checklist/rubric) 1 3 5 Score Student does not match the pronoun with the correct noun. Student matches the correct noun with the correct pronoun. Student cannot form a sentence with a matching noun and pronoun. Student forms a good sentence, but does not match the noun to the correct pronoun. Student forms a good sentence with the noun correlating to the correct pronoun. Total: / 10   4 Lesson Extension:  To further extend the lesson, I will have the student  s look around Mrs. Holder’s classroom and locate any pronouns that they see. They will then make up sentences using these pronouns. This will further the students knowledge that they have learned during this lesson and see if they are able to write complete sentences using pronouns on their own.  Annotated Bibliography: Informational Resources Kesselman-Turkel, J. (1982). The grammar crammer: How to write perfect sentences . Chicago, Illinois: Contemporary Books. I found this book in Educational Resources in Bracken Library. I used this book to learn about pronouns and the different kinds of them. Even though I did not use this, this book does have practice quizzes to assessment the students learning. Davidson, J. (1980). How to improve your grammar  . New York, New York: Franklin Watts. I found this book in Educational Resources in Bracken Library. I used this book to learn a little more about pronouns. Some of the ideas in this book helped me form sentences for the activities in my lesson. Terban, M. (1993). Checking your grammar  . New York, New York: Scholastic, Inc. I found this book in Educational Resources in Bracken Library. I used this book to learn about pronouns and to find sentences to use in the activities in my lesson. Instructional Resources
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