1. Topic-
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2. Content-
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Reflexive Pronouns
Antecedent
Noun
Pronoun
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3. Goals: Aims/Outcomes-
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1.Students will properly identify and correct nonstandard use of
reflexive pronouns.
2.Students will use reflexive pronouns correctly in their own writing. |
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4. Objectives-
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1. Properly identify and be able to write using reflexive and intensive
pronouns.
2. Be able to identify the antecedent in a sentence to help identify
reflexive or intensive noun. |
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5. Materials and Aids-
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| Mirror, handout for each student (2 pages), whiteboard, markers,
answer key, red pens |
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6. Procedures/Methods-
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A. Introduction-
1. Bring a mirror to class.
2.Hold it up to a student and ask, "what do you see?"
3.Most students will use reflexive pronouns (himself, itself, oneself,
ourselves, themselves, myself, yourself) in their answer to the mirror
question.
4. Direct the students' attention to the reflexive pronouns they have
inadvertently been using and ask if anyone knows what part of speech
they are. |
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B. Development-
1. Write the word "Reflexive Pronoun" on the board and write the
word "reflects" underneath it. Have the students verbally attempt
to define it based on the prior activity and your prompts and clues.
2. Write the 9 standard reflexive pronouns on the board and clarify
they ALL end in either -self or -selves.
3. Explain reflexive pronouns rename a noun or pronoun that occurs
earlier in the sentence. Identify the noun or pronoun that is being
renamed as the antecedent.
4.Write 2-3 examples of sentences containing reflexive pronouns and
explain the antecedent and identify reflexive pronoun. |
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C. Practice-
1. Distribute the 2-page handout on reflexive pronouns.
2. Go over the first 1-3 problems with the class as a whole before
allowing the students to complete their practice on their own.
3. As students work on practice 1, walk around the room and address
questions as they come up. |
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D. Independent Practice-
1. Have a copy of the answer sheet to practice 1 taped on the board
in front of class.
2. As students complete their practice sheet, have them come to the
answer sheet and grade their work.
3. Record the number of questions each student has wrong and use as
a form of informal assessment data for use in reteaching later. |
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E. Accommodations (Differentiated Instruction)-
| 1. After viewing the results from practice one work sheet review
any sentences or questions students found especially challenging. |
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F. Checking for understanding-
1. Ask students to write sentences or a paragraph correctly using
any of the nine reflexive pronouns.
2. Invite each student to write their favorite sentence/paragraph
on the board.
3. Once completed, have students work on practice 2 for remainder
of time and have it completed by the next day. |
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G. Closure-
1. Review the use and purpose of reflexive pronouns.
2. Remind students who have not completed worksheet number two to
do so by tomorrow. |
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7. Evaluation-
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| 1. After grading practice 2, compare the results with practice 1
and evaluate what is satisfactory and what needs improvement. |
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