Georgia Southwestern State University Lesson Plan Guidelines

Created by GSW School of Education

Name: Abbey Pilkington

Lesson Date: February 15, 2017

Lesson Start Time: 8:48AM Lesson End Time:___9:49AM___

Classroom/Lesson Context

_X__ Whole Group _____ Small Group __X__ One-on-One

_____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify: ___________________________________________________)

Please specify the number of students:

__6__ Girls __6__Boys

Learning Central Focus

Lesson Plan Title: _____Objective Pronouns__________________________________

Grade Level: __6____

Central Focus:

Write sentences using possessive pronouns and identify possessive pronouns in

sentences by completing examples on the board and completing a plickers activity.

Content Standard:

ELAGSE6L1: 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)

Student Learning Goal(s)/ Objective(s):

The students will write sentences correctly using possessive pronouns and identify
possessive pronouns in a sentence using Plickers.

Instructional Strategies and Learning Tasks

Launch: ___10___ Minutes

 Students will watch a YouTube video on the subjective and objective pronouns we have
already covered.
o https://www.youtube.com/watch?v=XUIL5mFH5y4

I will review objective and subjective pronouns with student to check understanding
before introducing possessive pronouns.

Instruction: ___15_____ Minutes

Students will take notes from an interactive smart board presentation. I will introduce
possessive pronouns. I will explain that possessive pronouns are used in place of a
possessive noun and show ownership of something. I will explain that there are singular
and plural possessive pronouns and explain by picking up one students book and
saying This book is his. I will then ask students if pronoun is singular or plural. Next, I
will pick up two students books and do the same thing. I will give students a chart of all
the possessive pronouns, and I will model for them explaining how I would go about
finding the possessive pronoun in the sentence. Next, each student will come up to the
smartboard to complete interactive examples.

Structured Practice and Application: __20_____ Minutes

Once students have had several opportunities to come up to the board and practice, I
will move on to the plickers activity. I will demonstrate how to use the plickers card and
explain that a question will pop up on the screen. I will pass out all the plickers cards,
and students will complete a few example questions until I think they are understanding
how to use the cards. Next, I will display possessive pronoun questions. Some
questions will be multiple choice and some will be true or false. I will show a question
on the screen, allow students to decide on an answer, and scan all the answers with the
iPad. After I have scanned all the answers, we will go over the answer as a class.

Closure: ___15___ Minutes

To end the lesson, I will orally review the three cases of pronouns we have been
discussing. I will pass out a pronoun test for students to complete independently, and I
will take up all the papers before students leave class.

Assessments

Type of Modifications to the

assessment assessment so that all Evaluation Criteria
Description of
students could
assessment
(Informal or demonstrate their
Formal) learning.

Students will If students are having While I am scanning the

answer questions trouble with the plickers, I plickers, I can see which
 students answer the
questions correctly and
which students answer the
Informal will provide a paper copy
using the plickers questions incorrectly. This
of the questions for the
cards. will help me understand
student to complete.
which students need more
help and which students are
ready to move on.

Students will take a This assessment allows me

If a student is struggling, I
test over the three to see how much of an
Formal will go over to the student
pronoun cases we impact I made on my
and assist them.
have covered. students learning.