1. Topic-
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2. Content-
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Possessive Pronouns
Grammar Skills (warmup) |
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3. Goals: Aims/Outcomes-
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1. The student will be able to identify a possessive pronoun.
2. The student will be able to use a correct possessive pronoun the
agrees with its antecedent.
3. The student will be able to create three sentences in which possessive
pronouns are used correctly in regard to gender and number. |
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4. Objectives-
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1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. (CCSS L.7.1).
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when. Writing. (CCSS L.7.2). |
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5. Materials and Aids-
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| LCD, iPad, Notes and Practice Sheets, Warm-up activity sheets. |
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6. Procedures/Methods-
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A. Introduction-
1. Students will complete a daily warm-up activity that assesses
various language skills (capitalization, punctuation, spelling, vocabulary,
and conventions)
2. The teacher will then allow students to contribute their responses
to the activity.
3. Warm-up quiz on Friday.
4. Teacher will then introduce the lesson on possessive pronouns by
using a "social media" example of incorrect possessive pronoun usage.
5. Notes on possessive pronouns should be handed out and definitions
of the terms will be discussed. |
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B. Development-
1. Notes on possessive pronouns should be handed out and definitions
of the terms will be discussed.
2. The teacher will model and discuss examples and non-examples of
possessive pronouns.
3. The teacher will emphasize the students' prior knowledge over contractions. |
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C. Practice-
| 1. The students will work together on the first set of pronoun questions
that identify the different types of possessive pronouns. |
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D. Independent Practice-
| 1. The students will work independently (with monitoring from the
teacher) focusing on pronouns and their antecedents. |
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E. Accommodations (Differentiated Instruction)-
1. Students with IEPs or 504s may need extra support (TA, teacher,
or peer).
2. Chunking the lesson and modeling is necessary for some students.
3. Directions may need to be repeated.
4. When demonstrating their writing with possessive pronouns, that
skill will only be assessed (no penalty for spelling, commas, etc.).
However, apostrophes will be looked at to determine that students
are not using contractions |
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F. Checking for understanding-
1. Informal assessments will be taken during the lesson.
2. Students will be assessed formally through a checkup quiz and unit
test.
3. Students will also identify possessive pronouns in there reading
during the second part of class. |
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G. Closure-
1. The students will create three sentences in which they are the
give information about the short story "Zebra" that was read yesterday.
2. In the sentences they must use three examples of possessive pronouns
used correctly.
3. This will be taken up and students will be given feedback before
leaving the room for break. |
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7. Evaluation-
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1. Students who were struggling with using the correct possessive
pronouns were given another try to correct the mistake.
2. Most who were wrong made corrections with their writing. All students
were eventually successful with their sentences. |
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8. Teacher Reflection-
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| I believe that as an introductory lesson that the students reacted
well to a new topic. Many used their prior knowledge to formulate
corrections when they were identifying or using the pronouns in their
sentences. Almost all of the students participated in some way with
the lesson. During the second part of the class, students successfully
applied their knowledge when looking for the pronouns in the reading
passage. Many even said they were going to be on the lookout tonight
for mistakes using possessive pronouns. If I could change a part of
the lesson, I would probably have the students' peers assess the writing
portion. This would give many of them a different view of the lesson. |
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