Dakota State University

College of Education
LESSON PLAN FORMAT
Name​: Brenna Johnson
Grade Level: ​Second Grade
School: ​Madison Elementary School
Date: ​Wednesday, April 10
Time: ​11:00-11:30
Reflection from prior lesson:​ Mrs. Fjerstad teaches the grammar lesson on Thursday
of each week. The previous grammar lesson focused on contractions. The students
were engaged in this lesson, because they had a fun activity that correlated to the
lesson. The students did a nice job of interacting with the lesson while still completing
the activity. So, I wanted to do a fun activity for this week’s grammar lesson, while still
teaching the students the necessary lesson. I also want to remember to ensure all
students are engaged and understanding the lesson throughout the activity.
Lesson Goal(s) / Standards:
2.L.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking

Lesson Objectives:
I can identify the corresponding pronoun that can be substituted for a noun in a
sentence.

Materials Needed:
● Pronoun: Noun in disguise paper
● Whiteboard/Marker
● Student computers/teacher computer
● Pronoun Stars worksheet

Contextual Factors/ Learner Characteristics:

● 23 Students: 13 Girls and 10 Boys
● 1 English Language Learner
● 1 Student on an IEP; Struggling Reader
● 2 Behavior Students
● 3 Students in Title Services for Math
● Students are eager to learn, willing to help, and like sharing their thoughts
● Must keep students focused, because they like to talk and get distracted easily

The Lesson
● Introduction​ (3 minutes)
o ​getting attention: ​Pronouns are a noun in disguise! Pronouns are words
that take the place of one or more nouns. (Show picture in disguise)
 o relating to past experience and/or knowledge: ​What is a noun? A
noun is a person, place, or thing.
o creating a need to know:​ Some pronouns include they, we, she, he, it,
us, them, her, him.
o sharing objective, in general terms: ​Today, we are going to identify a
pronoun that replaces the noun in a sentence.

● Content Delivery​ (15 minutes)

o Students will be sitting at group rug for shared reading.
o Explain that pronouns must agree with the nouns they replace.
o A singular pronoun talks about one person or thing (she, he, it)
o A plural pronoun stands for more than one person (we, they)
▪ Write: ​Miss Miller​ is the mayor. ​She​ is good at her job.
● In these two sentences, the pronoun ​she​ is replacing the
noun ​Miss Miller​; Could we replace ​Miss Miller​ with he? Us?
It?
▪ Read: The children cleaned the ​park​. ​It​ was dirty.
● What is dirty? How do you know?
▪ Ask students to tell what pronoun can replace the noun in each
sentence. Reread the sentence with the pronoun in it.
● Marco hopes to become class president. (He)
● After school, my sister helps clean up the classroom. (she)
● Nick gave the book to the library. (it)
● Tina and I wrote a letter. (we)
● Do Ana and James plan to vote? (they)
● The children asked, “Would the class like to listen to a
famous speech?” (you)
● Joe, Stewart, and Lynette all think voting is important. (they)
o Have students return to their desks, get out their computer, and get on
Seesaw
▪ In Seesaw, go to Inbox and click on the ​link
▪ We are going to play pronoun Bingo!
● Just like we practiced at the rug, I am going to read you a
sentence and you will choose which pronoun best fits into
the sentence.
● If you have the word on your bingo board, you are going to
simply click the word and it will highlight the word. You may
have more than one of each pronoun, but just choose one
word for each sentence that I read. Remember the goal in
Bingo is to get five in a row- make sure to highlight your Free
Space.
o I will display the ​sentences​ on the board and shuffle them. I will read one
sentence at a time and have students mark the pronoun on their boards
and then display the proper pronoun for the sentence. We will play
two-three rounds of bingo.
 ▪ I will ask questions like is the noun singular or plural? What
pronoun can replace this noun?
▪ Review singular and plural pronouns as we play
● Closure​ (10 minutes)
o Once we have completed Bingo, the students will put away their
computers and get out a pencil while I hand out the grammar worksheet.
The students will now complete the Pronoun Stars worksheet. They will
read the sentence and write the pronoun that best matches the underlined
noun. When the students finish their worksheet, they may get out their
Final Draft of their biography to finish.
● Assessments Used
o Grammar Worksheet: I will use the Pronoun Stars worksheet as a
formative assessment. After we have practiced the substitution of
pronouns together, I will use the independent practice of the worksheet to
see if the students understand the concept of pronouns.
● Differentiated Instruction
o I will have a visual of what a pronoun is for the students to reference. On
this paper, the pronouns are listed, and it explains that a pronoun is a
noun in disguise. I will refer to this during the lesson, so students know
they can use it when they are working independently.
o During Bingo, I will display the sentences on the board for the students to
view as I read the sentences. This will assist in identifying the noun and
rereading the sentence with the possible pronoun.
● Resources
o McGraw Hill Education Wonders’ Teacher’s Edition: Grade 2 Unit 5
o Flippety.net