Sunteți pe pagina 1din 9

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate __Kristi

i Charlton____ Grade Level _6_ Title __Reflexive Pronouns_______ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 29 Students: 16 girls 13 boys 5 ELL Students: Ashley A.Receives Services *WIDA Level 4 (Expanding) IrvinReceives Services *WIDA Level 3 (Developing) GuadalupeReceives Services *WIDA Level 3 (Developing) AlexReceives Services *WIDA Level 4 (Expanding) AigaReceives Services *WIDA Level 2 (Beginning) 5 IEP Students: Macee, Irvin, Brock, Guadalupe, Ashley A. 1 Student Receives Speech Services: Ashley K. 1 Student on a Behavioral Plan: Alex 4 GATE Students: Noah, Katelyn, Keegan, Hailey Classroom environment: The students are grouped together at tables and the table configuration changes every three weeks. There are 4-5 students at each table grouping. The classroom contains an ELMO that is used almost every day. There is also a kidney table at the back of the room that the teacher uses for small group activities, particularly guided riding with the teacher.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Language Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in convention Content Walk-Away: Students will understand the meaning of the term reflexive pronoun. Students will also understand the terms subject and object pronouns, possessive pronouns, and indefinite pronouns. Language Walk-Away: Students will discuss and use reflexive pronouns correctly. Students will also use subject and object pronouns, possessive pronouns, and indefinite pronouns correctly during a rotations writing activity . Vocabulary: Pronoun, Antecedent, Subject Pronoun, Object Pronoun, Possessive Pronoun, Indefinite Pronoun, Reflexive Pronoun

ASSESSMENT EVIDENCE (What evidence do I need to show the students have


learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Listen carefully to student responses during the Building Background activity to make sure students understand the following terms from yesterdays lesson: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, and indefinite

Modifications/Accomoda tions (ELL, IEP, GATE, etc.) SIOP 5 ELL & IEP StudentsMake sure the ELL students and IEP students understand

pronoun. Listen carefully to student responses during the I Do It and the We Do It activities to make sure students understand the term reflexive pronoun. Listen carefully during the You Do It Together activity to make sure students can correctly identify reflexive pronouns in a newspaper article. Listen carefully to student responses while correctly their rotation worksheets as a class to see could correctly identify and use subject pronouns, object pronouns, possessive pronouns, reflexive pronouns, and indefinite pronouns. Scaffold questions as needed to make sure students understand the term reflexive pronoun. Scaffold questions as needed to make sure students understand the terms previously learned: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, and indefinite pronoun. Content Walk-Away Evidence (Summative): Students will demonstrate that they understand the term reflexive pronouns through class discussions and a group activity. Students will demonstrate that they understand the terms previously learned (subject pronoun, object pronoun, possessive pronoun, and indefinite pronoun) by completing their rotation worksheets. Language Walk-Away Evidence (Summative): Students will demonstrate that they can identify and use reflexive pronouns correctly through a group activity and by completing a reflexive pronouns worksheet Students will demonstrate that they can identify and use subject pronouns, object pronouns, possessive pronouns, and indefinite pronouns correctly by completing a variety of different rotation worksheets and by completing a paragraph writing assignment in which they had to use and identify pronouns in their writing.

the term reflexive pronoun. Make sure the ELL students and IEP students understand the terms previously learned. Scaffold questions as needed to make sure they understand. Make sure they are partnered with someone that can help them if extra help is needed. Behavioral Student: Make sure Alex is engaged and participating at all times. Ask him questions directly to make sure he is on-task. GATE StudentsChallenge GATE students. Provide GATE students with higher-order questions whenever possible.

Approx. Time

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Link todays lesson with Mondays, Tuesdays, Wednesdays, and Thursdays lessons. SIOP 7-9 Review the terms: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, and indefinite pronoun. SIOP 27 & 28 Display the pronoun word-strip. SIOP 9 Ask the students: Who remembers what a pronoun is? Give the students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 A pronoun is a word that takes the place of a noun. Display the antecedent word-strip. Ask the students: What is the definition of an antecedent? Give the students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 An antecedent is the noun to which a pronoun refers. Display the subject pronoun word-strip. SIOP 9 Ask the students: What is a subject pronoun? Give the students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 A subject pronoun is a pronoun that functions as the subject of the sentence; therefore it is located in the subject of the sentence. Display the object pronoun word-strip. SIOP 9 Ask the students: What is an object pronoun? Give students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 An object pronoun is a pronoun that takes the action of the verb. Because is the object of the action, it is located in the predicate or action part of the sentence. Display the possessive pronoun word-strip. SIOP 9 Ask the students what is a possessive pronoun?

Give the students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 A possessive pronoun is a pronoun that shows ownership. It does not contain an apostrophe. Display the indefinite pronoun word-strip. SIOP 9 Ask the students who remembers what an indefinite pronoun is? Give the students time to think and respond. SIOP 18 Correct or affirm their understanding by saying: SIOP 29 An indefinite pronoun does not refer to a particular person, place, or thing. Some indefinite pronouns are always singular. Some indefinite pronouns are always plural.

Other indefinite pronouns can be singular or plural, depending on the phrase that follows .

Bring a mirror to class. SIOP 4-6 Hold it up to a student and ask: What do you see? Give students time to think and respond. SIOP 18 Correct or affirm their response. SIOP 29 Most students will respond with, I see myself. If they dont, prompt them: Do you see yourself? and elicit a response that uses a reflexive pronoun, Yes, I see myself. Ask other students questions that involve the mirror and that will elicit a response that uses a reflexive pronoun: If I put this mirror in front of Ian, do you think he will see himself? Would you agree that a mirror itself is fragile, even though its frame might be strong? Why do you think people like to look at themselves in a mirror? When we look in a mirror, do we tend to be critical or posit ive about ourselves? Direct the students attention to the words they have been using: myself, himself, etc. Ask the students: Does anyone know what these words are called? Give students time to think and respond. SIOP 18 Correct or affirm their responses by saying: SIOP 29 The words himself, myself, & itself or called reflexive pronouns. Just like our mirror, reflexive pronouns reflect back to the subject or antecedent in the sentence. Display the Content and Language Walk-Aways: SIOP 1 & 2 Content Walk-Away: Students will understand the meaning of the term reflexive pronoun. Students will also understand the terms subject and object pronouns, possessive pronouns, and indefinite pronouns. Language Walk-Away: Students will discuss and use reflexive pronouns correctly. Students will also use subject and object pronouns, possessive pronouns, and indefinite pronouns correctly during a rotations writing activity. Tell the students: Today we will be focusing on reflexive pronouns as well as reviewing the previous pronouns that we have learned. Formative assessment: Learning Goal Understand the terms pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, and indefinite pronoun. Success Criteria I can explain what the following terms mean: pronoun, antecedent, subject pronoun, object pronoun, possessive pronoun, indefinite pronoun. Assessment Strategy Questioning: Who can remember what a pronoun is? What is the definition for antecedent? What is a subject pronoun? What is an object pronoun? What is a possessive pronoun? What is an indefinite pronoun? Observation: Watch student responses/reactions to questions to see who understands and who does not.

SIOP 30

Modification/accommodations: (ELL, IEP, GATE, etc.) SIOP 5 Make sure ELL and IEP students understand the terms previously learned before continuing on. Focus Lesson (I do it) Pass out the Reflexive Pronouns Hand-out. SIOP 4-6, 10-12,13, 14, 16, 20 Display the Reflexive Pronouns word-strip. SIOP 9 Invite a student to read the first sentence on the Reflexive Pronouns Hand-out. A reflexive pronoun usually refers to the subject of the sentence. Tell the students: The following two sentences are examples of reflexive pronouns that refer back to the subject of the sentence. Participants push themselves to the limits. I say myself in my dreams. Notice that the reflexive pronoun themselves refers back the subject participants, while the reflexive pronoun myself refers back to the subject I in that sentence. Invite a student to read the next sentence on the Reflexive Pronouns Hand-out. You can easily identify a reflexive pronoun by its -self or -selves ending. Tell the students: Look at the subject and reflexive pronouns chart on your hand-out. If we have the subject I, then our reflexive pronoun would be myself. If we have the subject you, then our reflexive pronoun would be yourself. If we have the subject he, then our reflexive pronoun would be himself. If we have the subject she, then our reflexive pronoun would be herself. If we have the subject it, then our reflexive pronoun would be itself. If we have the subject we, then our reflexive pronoun would be ourselves. If we have the plural form of the subject you, then our reflexive pronoun would be yourselves. If we have the subject they, then our reflexive pronoun would be themselves. Invite a student to read the first example sentence for reflexive pronouns. Alison still does not trust herself. Tell the students: The reflexive pronoun herself refers back to the subject Alison; therefore Alison does not trust Alison. Invite a student to read the next example sentence for reflexive pronouns. The members argued amongst themselves for an hour. Tell the students: The reflexive pronoun themselves refers back to the subject members; therefore the members argued amongst the members. Invite a student to read the next example sentence for reflexive pronouns. The dog bit itself. Tell the students: The reflexive pronoun itself refers back to the subject dog; therefore the dog bit the dog. Invite a student to read the last example sentence for reflexive pronouns. John pinched himself. Tell the students: The reflexive pronoun himself refers back to the subject John; therefore John pinched John. Before continuing on, ask two students the following questions: What is a reflexive pronoun? What does a reflexive pronoun end with? Give students time to think and respond. SIOP 18 Correct or affirm their response before moving on. SIOP 29 Formative Assessment: Learning Goal Understand the term reflexive pronoun. Success Criteria I can explain what a reflexive pronoun is? Assessment Strategy Questioning: What is a reflexive pronoun? What does a reflexive pronoun end with? Observation: Watch students responses/reactions to the I Do It activity to see who understands what a reflexive pronoun is and who does not.

SIOP 30

Modification/accommodations: SIOP 5 Make sure ELL and IEP students understand the term reflexive pronoun before moving on. Guided Instruction (We do it) ***If I had access to a Smart Board, I would turn this activity into an interactive activity using the Smart Board. I would pull-sticks have the students come up to the board one at a time to help me answer the following practice questions and we would discuss the answers as a class. However, since I do not have a Smart Board in my classroom I will use the ELMO and make adaptations were I need to. SIOP 4-6, 10-12, 13-15, 20-22 Have the students turn to the back-side of their hand-outs. As a class, complete the reflexive pronoun practice questions on the back of the hand-out. ***Pull-sticks to enlist student responses. SIOP 16 Tell the students: As a class, lets see how well we can identify and use reflexive pronouns in a sentence. Using the ELMO, display the following sentences. Make sure to remind yourself of the things you need to do. She thought to herself while she was in the library. I saw myself in the mirror. We blamed ourselves for the mistake. Can you help yourselves? They cannot look after themselves. Why do you blame yourself for everything? I bought a gift for myself? Ask the students: What is the reflexive pronoun in the first sentence? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is yourself. Why? What is the reflexive pronoun in sentence number 2? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is herself. Why? What is the reflexive pronoun in sentence number 3? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is myself. Why? What is the reflexive pronoun in sentence number 4? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is ourselves. Why? What is the reflexive pronoun in sentence number 5? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is yourselves. Why? What is the reflexive pronoun in sentence number 6? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is themselves. Why? What is the reflexive pronoun in sentence number 7? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is yourself. Why? What is the reflexive pronoun in sentence number 8? Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is myself. Why? Tell the students: Now lets see if we can create our own sentences using reflexive pronouns. You will be writing four reflexive pronoun sentence on your own. Then, when everyone is finished I will select four people and have them share one of their sentences. Remember, the reflexive pronouns that you use must correctly refer back to the subject in your sentences. Model writing a reflexive pronoun sentence for the students. SIOP 14

Using the ELMO, display the following sentence: Brian likes to read to himself. Tell the students: The subject in my sentence is Brian and the reflexive pronoun is himself. The reflexive pronoun himself refers back to Brian, and since the agree by gender and number himself is the correct reflexive pronoun to use in this sentence. Are there any questions before you begin writing? Give students time to think and respond. SIOP 18 Correct or affirm their response before continuing on. SIOP 29 Give the students plenty of time to complete the task. SIOP 18 Using the sticks, select four students and have them share one of their reflexive pronouns sentences with the class. SIOP 16 Correct or affirm their responses as needed. SIOP 29 Review key vocabulary and essential concepts related to the term reflexive pronoun before continuing on to the group activity & rotations. SIOP 27 & 28 A reflexive pronoun usually refers to the subject of the sentence. You can easily identify a reflexive pronoun by its self or selves ending. Review the other key vocabulary words learned throughout the week. A pronoun is a word that takes the place of a noun. An antecedent is the noun to which a pronoun refers. A subject pronoun is a pronoun that functions as the subject of the sentence; therefore it is located in the subject of the sentence. An object pronoun is a pronoun that takes the action of the verb. Because is the object of the action, it is located in the predicate or action part of the sentence. A possessive pronoun is a pronoun that shows ownership. It does not contain an apostrophe. An indefinite pronoun does not refer to a particular person, place, or thing. Some indefinite pronouns are always singular. Some indefinite pronouns are always plural.

Other indefinite pronouns can be singular or plural, depending on the phrase that follows .

Formative Assessment: Learning Goal Identify the reflexive pronoun in a sentence.

Success Criteria I can listen carefully to a sentence and identify the reflexive pronoun used in the sentence.

Assessment Strategy Questioning: What is the reflexive pronoun in the first sentence? Why? What is the reflexive pronoun in question 2? Why? What is the reflexive pronoun in question 3? Why? What is the reflexive pronoun in question 4? Why? What is the reflexive pronoun in question 5? Why? What is the reflexive pronoun in question 6? Why? What is the reflexive pronoun in question 7? Why? What is the reflexive pronoun in question 8? Why?

SIOP 30 Modification/accommodations: SIOP 5 To keep Alex engaged, ask him direct questions to make sure he is listening and not misbehaving. Scaffold questions as needed to make sure ELL students and IEP students can successfully identify and use

reflexive pronouns. Collaborative/Cooperative (You do it together) Weekly Rotations! SIOP 4-6, 10-12, 13-14, 16-17, 20-22 Reflexive Pronoun Newspaper Activity. Each group contains 4-6 people. Divide group members into pairs. Give each pair of students a Chromebook and a piece of lined paper. Have them work together to complete the following rotation activity. Station 1: Small-Group Reflexive Pronoun Activity With The Teacher. At the back kidney table students will participate in a reflexive pronoun online newspaper activity with the teacher and their reading group members. They will be partnered up and they will complete the following reflexive pronoun online newspaper activity together. Reflexive Pronouns Newspaper Activity: When an object pronoun and the subject are the same, the reflexive pronoun is formed by adding self or selves. The following pronouns are reflexive pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. Here is an example of a sentence with a reflexive pronoun. George cut himself with the knife. 1. Go to pioneer.uen.org. 2. Click on Utahs Local Newspapers. 3. Click on Washington County. 4. Find an article to read. 5. Find examples of reflexive pronouns in your online newspaper? 6. Write down all the examples you can find after you have read the first section of your online newspaper. ***Students may also click on Utah Digital Newspapers and read old archived newspapers. The archived newspapers are actual newspapers that have been scanned and uploaded for public access. It may be fun to have the students go to both sites to see the differences between an actual newspaper and tod ays online newspapers. Give students time to complete the task. SIOP 18 Invite the group members to share any or all of the reflexive pronoun examples that they were able to find in their newspapers. Formative Assessment: Learning Goal Identify reflexive pronouns in a sentence. Success Criteria I can identify the use of reflexive pronouns in a sentence as I read a newspaper article. Assessment Strategy Observation: Carefully observe students reactions as they participate in a small group activity finding and writing down the use of reflexive pronouns in a newspaper article to see who understands what a reflexive pronoun is and who does not.

SIOP 30 Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP students who need it to help them productively participate in their groups discussion and activity. For reading groups 1 & 2 (the two lowest reading groups) complete the activity together as a group. Help IEP and ELL students navigate and use their Chromebooks if help is needed. Independent (You do it alone) Weekly Rotations! (10 minutes per rotation depending on time) SIOP 4-6, 12, 13, 20, 21 Students will complete the following rotation worksheets at their tables while I work with different reading groups. Students know which group they are in and will rotate accordingly. Station 2: Students will complete a subject & object pronoun worksheet.

Station 3: Students will complete a possessive pronoun worksheet. Station 4: Students will write a paragraph using any and all of the pronouns we have learned about this week. Students will circle all of the pronouns that they used in their paragraphs. ***Challenge GATE students to underline the antecedents in their paragraphs as will. Station 5: Students will complete an indefinite pronoun worksheet. Station 6: Students will complete a reflexive pronoun worksheet. ***If students finish a rotation before it is time to rotate to the next one, the students should sit quietly and read their library books. ***If there is time, students will share their pronoun paragraphs at their tables. SIOP 16 Summative Assessment: SIOP 30 Students demonstrated that they could identify and use reflexive pronouns correctly both during a group newspaper activity and by completing a reflexive pronoun rotation worksheet. Students also demonstrated that they could identify and use subject pronouns, object pronouns, possessive pronouns, and indefinite pronouns correctly by completing a variety of different rotation worksheets and through a rotation writing assignment. Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP students who need it. Partner them with someone who can help them if extra help is needed. Challenge GATE students to underline the antecedents in their paragraphs as well. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review essential concepts and vocabulary with the students. SIOP 27 & 28 Tell the students: Today we learned about reflexive pronouns. We also reviewed the other pronouns that we have been learning this week. A reflexive pronoun usually refers to the subject of the sentence. You can easily identify a reflexive pronoun by its self or selves ending. An indefinite pronoun does not refer to a particular person, place, or thing. Some indefinite pronouns are always singular. Some indefinite pronouns are always plural. Other indefinite pronouns can be singular or plural, depending on the phrase that follows . A pronoun is a word that takes the place of a noun. An antecedent is the noun to which a pronoun refers. A subject pronoun is a pronoun that functions as the subject of the sentence; therefore it is located in the subject (who or what) of the sentence. An object pronoun is a pronoun that takes the action of the verb. Because it is the object of the action, it is located in the predicate or action part of the sentence . A possessive pronoun is a pronoun that shows ownership. It does not contain an apostrophe.

Have the students revisit the Content and Language Walk-Aways. SIOP 1 & 2 Content Walk-Away: Students will understand the meaning of the term reflexive pronoun. Students will also understand the terms subject and object pronouns, possessive pronouns, and indefinite pronouns. Language Walk-Away: Students will discuss and use reflexive pronouns correctly. Students will also use subject and object pronouns, possessive pronouns, and indefinite pronouns correctly during a rotations writing activity. ***Correct student worksheets at the end of class to help students identify the questions that they are having

problems with. SIPO 29 ***Have the students turn in their rotation papers.

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to make sure I give students plenty of wait time between questions. I also need to give them plenty of time to complete the tasks they are asked to complete. I need to remember to set clear expectations for the students before each activity. Materials: Vocabulary Word-Strips Two-Sided Reflexive Pronouns Hand-out Mirror Chromebooks for Newspaper Articles Lined Paper Reflexive Pronoun Worksheet Indefinite Pronoun Worksheet Half-Sheet Lined Paper Subject & Object Pronoun Worksheet Possessive Pronoun Worksheet

Time Needed: 75-80 minutes (The entire class period)


REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the formative assessments collected during my lesson to help me determine if students successfully meet my objectives for my lesson or not. If not, then using my assessment data, I will go back and reteach the items that students had misconceptions on before continuing on to the finally lesson in my pronoun unit plan. How can I transfer what I learned from teaching this lesson to future teaching? I learned that students love interacting with and using technology. The students loved using the ChromeBooks during the group activity, and as such, I feel like I should find more ways to incorporate the use of technology in my lessons. What was effective and not effective? I was asked my mentor teacher to incorporate a rotation activity into my pronoun unit plan. As a result, I decided to use the rotation activity as a review of all the pronouns that wed learned throughout the week. In some ways I felt like this was effective, but in other ways not so much. Worksheets are not my favorite, and as such, I would have to say that having students complete a variety of different worksheets was the least effective part of my lesson. As for the most effective, I fell like it was my use of technology during the group rotation activity. The students loved it and I loved it as well because it helped the students not only identify reflexive pronouns in their reading, but it also showed them how to use the pioneer website to locate and find information which I that was awesome. What goals can I set to improve my practice and student learning? The goal that I have set for myself is to include more opportunities for students to use technology in my lessons. They love using technology, and as such, I believe that by incorporating more of it into my lessons students will be not only be actively engaged, but will want to learn as well.

S-ar putea să vă placă și