1. Topic-
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| "Relatively easy relative pronouns, which relate to its antecedent
in gender and number" ~Relative Pronouns |
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2. Content-
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Relative Pronoun
Interrogative Pronoun
Antecedent |
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3. Goals: Aims/Outcomes-
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1.Students will be able to differentiate between the relative pronoun
and the interrogative pronoun
2.Students will be able to decline the relative pronoun in all of
its forms.
3.Students will understand that the relative agrees with its antecedent
in gender and number but its case is determined by its syntax in the
clause. |
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4. Objectives-
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1.Decline the relative pronoun through all of its cases.
2.Translate the relative pronoun into English
3.Understand why the case of the relative pronoun differs from its
antecedent. |
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5. Materials and Aids-
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Notes on relative pronoun
Guided note taking guide
Practice problems |
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6. Procedures/Methods-
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A. Introduction-
1.Review the interrogative pronoun.
2.Introduce relative pronoun clauses in English.
3.Explain what the relative pronoun looks like and how it is different
from the interrogative. |
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B. Development-
1.Provide the students with the all the forms of the relative pronoun.
2.Go through explaining how each case of the pronoun is translated
differently in English.
3.Stress that the relative pronoun agrees with its antecedent in number
and case only. The case of the pronoun is determined by syntax. |
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C. Practice-
1.Have students identify relative pronouns in English.
2.Have students tell what case the relative pronoun would take if
it were translated into Latin.
3.Make sure to provide examples which look like relative pronouns
but aren't. |
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D. Independent Practice-
1.Have the students complete the guided practice worksheet in pairs
2.Float around the room making sure everyone is participating.
3.Answer any questions students might have. |
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E. Accommodations (Differentiated Instruction)-
1.If the students are having trouble determining what case to put
the relative pronoun in, go back over the material with more examples.
2.Explain to the students the correct usage of who and whom. |
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F. Checking for understanding-
1.Review the group work together.
2.Randomnly call on volunteers to make sure everyone is participating.
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G. Closure-
1.Stress the importance of maintaining organization while translating
clauses.
2.If time allows show a video clip of "Who's on first" |
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7. Evaluation-
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1.Allow students to create their own relative pronoun clauses to
show mastery.
2.Follow up on group work to make sure everyone is participating and
not just one student is doing all the work. |
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8. Teacher Reflection-
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| To be completed and handed in separately. |
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