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

i Charlton___ Grade Level _6_ Title __ Indefinite 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 conventional language.* Content Walk-Away: Students will understand the meaning of the term indefinite pronoun. Language Walk-Away: Students will discuss and use indefinite pronouns correctly. Vocabulary: Pronoun, Antecedent, Subject Pronoun, Object Pronoun, Possessive Pronoun, Indefinite 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, and possessive pronoun. Listen carefully to student responses during the I Do It and the We Do It activities to make sure students understand the term indefinite pronoun.

Modifications/Accomodations (ELL, IEP, GATE, etc.) SIOP 5 ELL & IEP StudentsMake sure the ELL students and IEP students understand the term indefinite pronoun.

Listen carefully to student responses during the We Do It activity to make sure students can correctly use indefinite pronouns and their verbs in a sentence. Work the Crowd during the You Do It Together activity to make sure students can correctly identify and use indefinite pronouns and their verbs in a sentence. Work the Crowd during the You Do It Alone activity to make sure students are staying on task and completing their indefinite pronoun sentences correctly. Scaffold questions as needed to make sure students understand the term indefinite pronoun. Scaffold questions as needed to make sure students understand the terms previously learned: pronoun, antecedent, subject pronoun, object pronoun, and possessive pronoun. Content Walk-Away Evidence (Summative): Students will demonstrate that they understand the term indefinite pronoun through class discussions and a group activity. Language Walk-Away Evidence (Summative): Students will demonstrate that they can use indefinite pronouns and their verbs correctly through a group activity and through an indefinite pronoun writing activity.

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, and Wednesdays lessons. SIOP 7-9 Review the terms: pronoun, antecedent, subject pronoun, object pronoun, and possessive 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. SIOP 9 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 the 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 Content and Language Walk-Aways: SIOP 1& 2 Content Walk-Away:

Students will understand the term indefinite pronoun. Language Walk-Away: Students will discuss and use indefinite pronouns correctly. Tell the students: Today we will once again add to our pronoun knowledge by learning about indefinite pronouns. Formative assessment: Learning Goal Understand the terms, pronoun, antecedent, subject pronoun, object pronoun, and possessive pronoun. Success Criteria I can explain what the following terms mean: pronoun, antecedent, subject pronoun, object pronoun, possessive 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? 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 Indefinite Pronouns Hand-out. SIOP 4-6, 10-12,13, 14, 16, 20 Display the indefinite pronouns word-strip. SIOP 9 Invite a student to read the first sentence on their Indefinite Pronouns Hand-out. An indefinite pronoun does not refer to a particular person, place, or thing. Tell the students: The following sentences on your hand-outs are examples of indefinite pronouns. Anything is possible. Everybody is hoping to attend the bicycle race today. The words anything and everybody are considered indefinite pronouns because they do not refer to a particular person, place or thing. In the first sentence we are not sure what the word anything refers to, just like we are unsure who the word everybody is talking about in the second sentence. Invite a student to read the next sentence on their Indefinite Pronouns Hand-out. Some indefinite pronouns are always singular. Some indefinite pronouns are always plural. Invite s student to read the next sentence. Other indefinite pronouns can be singular or plural, depending on the phrase that follows. Invite a student to read the finally sentence for indefinite pronouns. If you use an indefinite pronoun as the subject of a sentence, the verb must agree with it in number. Tell the students: The following examples are examples of indefinite pronouns and verbs agreeing by number. Both are available. (plural) Neither is available. (singular) Some of the movie is boring. (singular) Some of the movies are boring. (plural) Notice that the pronoun some is an indefinite pronoun that can be singular or plural, depending on how it is used. As a class, look over the Indefinite Pronouns Chart on the Indefinite Pronouns Hand-out. Tell the students: The pronouns another, anybody, anyone, anything, each, either, everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone , and something are all singular indefinite pronouns. The pronouns both, few, many, others, and several are all plural indefinite pronouns. Like we discussed earlier, some indefinite pronouns can be both singular and plural depending on how they are used. These indefinite pronouns are all, any, more, most, none, some, and such. Before continuing on, ask two students the following questions:

What is an indefinite pronoun? Can someone give me an example of an indefinite pronoun? Give students time to think and respond. SIOP 18 Correct or affirm responses before moving on. SIOP 29 Formative Assessment: Learning Goal Understand the term indefinite pronoun. Success Criteria I can explain what an indefinite pronoun is. Assessment Strategy Questioning: What is an indefinite pronoun? Can any give me an example of an indefinite pronoun? Observation: Watch students responses/reactions to the I DO It activity to see who understands what an indefinite pronoun is and who does not.

SIOP 30 Modification/accommodations: SIOP 5 Make sure ELL students and IEP students understand the term indefinite 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 indefinite 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 indefinite pronouns c orrectly in a sentence. To do this, we will carefully read the indefinite pronoun sentences on our hand-outs and then we will decide which indefinite pronoun or verb is correct. Remember that are indefinite pronouns must agree with our verbs. Model identifying the correct indefinite pronouns or verbs for the students. SIOP 14 Using the ELMO, display the following sentence: Everybody (is, are) hoping to attend the bicycle race today. Tell the students: Looking at our Indefinite Pronouns Chart on our Indefinite Pronouns Hand-out, I know that the pronoun everybody is singular, therefore the correct verb to use in this sentence that would agree with our indefinite pronoun is is. Using the ELMO, display the following sentence: (Many, Everybody) enjoy landscape paintings. Tell the students: Looking at our Indefinite Pronouns Chart, I know that the pronoun many is plural and the verb enjoy is plural, therefore, I the indefinite pronoun many is the correct pronoun. Are there any questions about what we are going to be doing as a class before we continue? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 Tell the students: Lets begin. What would be the correct indefinite pronoun or verb to use in the following sentences: 1. (Everybody, Few) knows how to dance. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is everybody. 2. Every evening (nobody, both) go home. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is both. 3. (Many, Everyone) remember their lessons. Give students time to think and respond. SIOP 18

Correct or affirm their response by saying: SIOP 29 The correct answer is Many. 4. (Each, Both) of the children puts on mittens. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is Each. Tell the students: Lets continue by answering the next four indefinite pronoun questions as a class. Again, remember that our indefinite pronouns and our verbs must agree in number. 1. Each of the chairs in this room (are, is) made of wood. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is is. 2. Most of the children (leave, leaves) books on the table. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is leave. 3. Some of the animals wash (their, its) food before eating. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is their. 4. Each has (their, its) own special place to sleep. Give students time to think and respond. SIOP 18 Correct or affirm their response by saying: SIOP 29 The correct answer is Its. Review key vocabulary and essential concepts related to the term indefinite pronoun before continuing on to the table activity. SIOP 27 & 28 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 and use indefinite pronouns and their verbs correctly in a sentence.

Success Criteria I can listen carefully to a sentence and identify and use indefinite pronouns and their verbs correctly.

Assessment Strategy Questioning: What would be the correct indefinite pronoun or verb to use in the following sentences: 1. (Everybody, Few) knows how to dance. 2. Every evening (nobody, both) go home. 3. (Many, Everyone) remember their lessons. (Many, Everyone) remember their lessons. 4. (Each, Both) of the children puts on mittens. 1. Each of the chairs in this room (are, is) made of wood. 2. Most of the children (leave, leaves) books on the table. 3. Some of the animals wash (their, its) food before eating. 4. Each has (their, its) own special place to sleep.

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

indefinite pronouns in a sentence. Collaborative/Cooperative (You do it together) Pass-out the table activity worksheet. SIOP 4-6, 10-12, 13-14, 16-17, 20-22 Tell the students: As a table you are to read the short article that I have given you. You are then to rewrite the article correcting any mistakes made with indefinite pronouns, punctuation, and capitalization. Remember the indefinite pronouns and the verbs in the sentences must agree by number. Using the ELMO, display the following sentence: Both are available. Tell students: Because the verb are is plural the indefinite pronoun must be plural as well, therefore the pronoun both was used correctly in this sentence. Using the ELMO, display the following sentence: Neither is available. Tell the students: Similarly, because the verb is is singular the indefinite pronoun must be singular; therefore the pronoun neither was used correctly in this sentence. Are there any questions before we begin? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before moving on. SIOP 29 Article that the students are to correct: DATELINE MEMPHISSamantha Higgins returned to her home city of memphis today wearing the gold medal for winning the Middle Grades 30K Cycling Championship in Atlanta last Saturday anybody who know Samantha know that she puts her all into everything she does many believes she will continue to win at cycling events around the country. each of her teammates feel that Samantha deserved to win because of her commitment to the sport. Congratulations, Sam! everyone wish you well? Give students plenty of time to complete the task. SIOP 18 Invite a spokesman from each table to come to the ELMO. Have each spokesman correct a different sentence in the article. Corrected Article: DATELINE MEMPHISSamantha Higgins returned to her home city of Memphis today wearing the gold medal for winning the Middle Grades 30K Cycling Championship in Atlanta last Saturday . Anybody who knows Samantha knows that she puts her all into everything she does. Many believe she will continue to win at cycling events around the country. Each of her teammates feels that Samantha deserved to win because of her commitment to the sport. Congratulations, Sam! Everyone wishes you well? Correct or affirm students corrections as they make changes to the article at the ELMO. Review key vocabulary and essential concepts related to the term indefinite pronoun before continuing on to the independent activity. SIOP 27 & 28 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 and use indefinite pronouns and their verbs correctly in a sentence.

Success Criteria I will read, discuss, and identify indefinite pronouns in a sentence. I will correctly use indefinite pronouns and their verbs correctly in a sentence.

Assessment Strategy Observation: Work the Crowd as students read and discuss their newspaper articles. Watch students carefully as the make corrections to their articles to see who understands how to use indefinite pronouns and their verbs correctly.

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.

Independent (You do it alone) Pass-out half sheets of lined paper. Using the ELMO, display the following directions: Write four sentences of your own that use indefinite pronouns as subjects. The verbs you use must agree in number with the pronouns or subjects. Tell the students: SIOP 4-6, 12, 13, 20, 21 Know that weve had some practice using indefinite pronouns correctly; I would like you to try and write four good sentences using indefinite pronouns as subjects. Once again it is essential that you remember that the verbs and the indefinite pronouns that we use must agree by number. Model writing a sentence using an indefinite pronoun as a subject. Using the ELMO, display the following sentence for the students: Most of the children are turning ten. Tell the students: The pronoun most is plural in this sentence so I have to use a verb that is also plural, therefore I used the plural verb are. Are there any questions about what you are being asked to do? Give students time to think and respond. SIOP 18 Correct or affirm their understanding before continuing on. SIOP 29 Give students plenty of time to complete the task. SIOP 18 ***If there is time, have the students read their sentences at their tables. SIOP 16 Summative Assessment: SIOP 30 Students demonstrated that they understood the term indefinite pronoun and how to use them correctly in a sentence by participating in a group activity in which they had to identify and correct indefinite pronoun mistakes in a paragraph. Students also demonstrated that they could use indefinite pronouns correctly by completing the writing assignment at the Modification/accommodations: SIOP 5 Provide scaffolding support to those ELL and IEP students who need it. Have them work with a partner if the need arises. 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 indefinite pronouns. We learned about what indefinite pronouns are and who we are to use them correctly in a sentence. 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. Also, today we review the following vocabulary words from yesterdays lesson: 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 indefinite pronoun. Language Walk-Away: Students will discuss and use indefinite pronouns correctly. ***Have the students turn in their indefinite pronouns sentences.

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 Indefinite Pronouns Hand-out Table Activity Worksheet Half-Sheet Lined Paper Time Needed: 45-50 minutes

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 the lesson or not. If not, then using my assessment data, I will go back and reteach the items that students had misconceptions on to help them more fully understand how to identify and use indefinite pronouns before continuing on. How can I transfer what I learned from teaching this lesson to future teaching? I learned that being prepared can not only help me teach better, but properly prepare me for helping students overcome misconceptions when they arise. By being prepared and learning everything I needed to know about indefinite pronouns before I began teaching my lesson, I was able to address several students misconceptions with ease and confidence. Because of this, I never want to feel unprepared to teach a lesson, because by being unprepared and uninformed I would not only be doing myself a disservice, but my students as well. What was effective and not effective? To be honest, this was a difficult lesson to teach. Indefinite pronouns can be tricky, and as such, I feel the most effective thing about my lesson was being well prepared and informed about the topic before I began teaching. As for what was not effective, I cannot think of anything. What goals can I set to improve my practice and student learning? The goals that I have set for myself is to always be prepared and informed before teaching a lesson. My students deserve the very best from me, and as such, I will always strive to be prepared and informed before I teach any lesson.