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Submitted by: Stephanie Shaw CWID: 50139697

Grade Level: 4 Mentor Teacher: Emily Blum
Subject/Topic: Writing/LA

Pronouns and Reflexive Pronouns

Rationale: The students will use and understand

the function of pronouns and reflexive pronouns Materials/Equipment: Writing spiral, pencil,
in the context of writing, reading, and speaking. ELMO, anchor chart paper, Write Source book,
mirror, post-it notes.

Kemper, D., Sebranek, P., & Meyer, V. (2012).

Texas Write Source. Orlando, FL: Houghton
Mifflin Harcourt Publishing.

TEKS Achieved: 110.15 (B) 20 (A) Use and Accommodations:

understand the function of the following parts of 1. Check for understanding after a given task.
2. Give 1-2 step short directions or repeat directions
speech in the context of reading, writing and
for clarification.
speaking: (ii) nouns (singular/plural, common/proper); 3. Give frequent feedback.
(vi) reflexive pronouns (e.g., myself, ourselves). 4. Give extra time for oral response.
5. Have student complete work at teacher table.
6. For ELL check for comprehension; use slower
speech rate.
7. Wear the FM system for student unable to hear

Classroom Strategies:
Blooms Taxonomy: Differentiated Cooperative Groups Curriculum
Learning: Hands-On Integration:
Comprehension/Understand Auditory Reading
Application Visual Writing
Independent Activities
Analysis Kinesthetic Simulation
Create / Synthesis Verbal/Linguistic Charts
Evaluation Intrapersonal Lecture
Interpersonal Problem Solving


TSW use and understand

the function of pronouns and reflexive pronouns.

TSW understand the

difference between pronouns and reflexive pronouns.

TSW create a sentence

using a reflexive pronoun in the correct form.

Lesson Plan:

(Anticipatory Set/Focus/Motivation): After bringing students to the carpet, pull out a hand
held mirror and look at yourself in the mirror. While doing so, ask questions such as Who am I
looking at? What am I looking at? What does a mirror do? What are mirrors used for? Lead
the discussion into talking about how mirrors reflect.

Information Giving:
Question students about the word reflect and what they think it means. Have students turn and
talk with a partner to discuss their answers. The definition of reflect to throw back without
absorbing it; show an image of. After discussing and sharing the meaning of the word reflect,
introduce the word reflexive. Question students about the word reflexive by having them think-
pair-share with one another about the meaning of the word reflexive. After the think-pair-share,
review the concept of pronouns and how they are used to name the subject in a sentence or take
the place of a noun. (Pro meaning for). Pronouns include I, me, you (singular), he, him, she, her, it,
we, us, you (plural), they, and them. Make an anchor chart as a whole group for typical pronouns to
use. Tell students today they will be using pronouns and reflexive pronouns in their writing.

Check for
Understanding: To check for understanding, give students a post it note, and in partners, have
students brainstorm and write down any more pronouns they can think of to add to the anchor

Guided Practice:
Students will be given a sample mentor sentence to write in their writing spiral. They will copy the
sentence from the ELMO into their spirals. The mentor sentence will use a reflexive pronoun.
Sample mentor sentence- I can take care of myself, said Kaleena. Ask students what they notice
about the sentence, what is the subject/noun of the sentence, how and why do you use the word
myself in the sentence. Introduce and explain to the students the word myself is a reflexive
pronoun. Talk about the mirror again and what the mirror does. Who am I looking at? Discuss with
the class that reflexive pronouns are pronouns that refer (reflect) back to the subject of the
sentence. Explain most reflexive pronouns are formed by adding self or selves to pronouns. If
time allows, add to the pronoun anchor chart the reflexive pronouns (myself, yourself, himself,
herself, itself, ourselves, yourselves, and themselves.) Have students brainstorm and turn and talk
of different examples of reflexive pronouns.

Check for Mastery: Students will be given a post-it note, and in partners, have students write
down any more reflexive pronouns they can think of to add to the anchor chart.
Independent Practice:
Students will get with a partner and practice creating a sentence using reflexive pronouns
correctly. After giving the students time to create a sentence, have volunteers share with the class
their new sentence.

Assessment/Evaluation: After the students share their new sentences, the teacher will write
down on the board the reflexive pronouns that are used in the sentences, and listen and observe
how the students used the reflexive pronouns in the sentences .

Closure / Culminating
Activity: Review what a pronoun is and examples of a pronoun. Go over the anchor chart that was
created, as well as reviewing what a reflexive pronoun is and what it does for a sentence.

Enrichment/Extension: Give students sentence stems and have them rewrite each sentence in
their writing spiral using the correct reflexive pronoun in parentheses. Example of sentences - Luis
and Orlando are playing by (himself, themselves). Keesha enjoyed (herself, oneself) on her
vacation. I can take care of (yourself, myself). My brother and I will eat dinner by (ourselves,
themselves). If time allows, have students continue to work on their MLK writing from the previous
day. Students will then move into writing stations. The first station will include working on
Punctuation Dialogue from Write Source Workbook (pg. 29), and the second station will include
students working on Subject-Verb Agreement review in the Write Source Workbook (pg. 113). If
students need extra help or another review on Subject-Verb Agreement, pull those students to the
teacher table to review the concept taught from a previous day.

Reteach: To reteach the lesson, start with reviewing pronouns, what they are and how we use
them in a sentence. Explain in small groups how pronouns are used to name the subject in a sentence
or take the place of a noun. Once students have mastered this concept, move onto the reflexive
pronouns and the difference between them and pronouns. Explain reflexive pronouns reflect or
refer back to the subject, such as I and myself.

Accommodations and/or Modifications: For students with special needs, check for
understanding after a given task, give short directions or repeat for clarification, give extra time
for oral responses, and/or give frequent feedback. For students who are having trouble focusing,
have them sit at the teacher table and work independently. For ELL, check for comprehension and
use a slower speech rate. Reteach the lesson in small groups if needed. For the student who has a
hearing disability, wear the FM system around your neck to ensure they can hear you clearly when