#6B

Anna Fenton
Writing Mini Lesson #1 (Set #2)

Using Pronouns Carefully

Grade: 4

Time: 10 minutes

New Jersey Student Learning Standards:

● NJSLSA.W4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
● NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach

Objective:
Students will demonstrate their understanding of pronoun usage by making corrections
and inserting appropriate pronouns in their writing.

Materials:
● Marker and white board to write sentences
● Anchor chart explaining proper uses of pronouns

Lesson Sequence:

1. Lesson Introduction (Connection)

a. “Good afternoon writers! As you know, we are working on writing our fictional
narratives and exploring ways to make our writing great! While I was looking over
some of your stories, I saw so many great ideas, you all are doing a great job!
Today I am going to continue to show you how to make your writing more clear.”

2. Teaching point (Connection)

a. “I noticed that many of you have been using pronouns a lot. Pronouns are great
because they allow you to vary your word choice and use words instead of the
person’s name. Today I am going to teach you that when writers use pronouns,
they must be sure that readers can easily understand to whom the pronoun
refers.”

3. Teach and Model

a. “I wrote a paragraph on the board, follow with me as I read it to you”
i. One day, Anna took Alexis out to lunch for her birthday. Both girls
ordered salad. She did not like her meal so she sent it back. She felt bad
 #6B

that she did not like her meal. She said it was okay because she was not
that hungry. It’s okay, the girls had a fun time together anyway!
b. Now, when I read this paragraph I am very confused! I do not know who is who
and who the author is referring to when they said “she” multiple times. When
using pronouns, the rule is always that the pronoun refers to the last name given
before it. When writing, we need to make sure that the person that the pronoun
refers to is clear and we need to change around the sentences accordingly.
c. I am now going to read the paragraph again, but this time I am going to stop
when I see a pronoun. (Stop at the first her) The word “her” must refer to Alexis
because that is the name that comes immediately before it. This seems right so I
am going to continue reading.
d. The next pronoun I see is “she”. The person’s name that is closest to the
pronoun is Alexis, but that is a mistake. Because I was not clear about who did
not like her meal, the reader assumes it is Alexis. Anna is the one who did not
like her meal. I am going to cross off the first “she” and make it say Anna. By
substituting the first pronoun with the correct name, the sentence has become
more clear. “Anna did not like her meal.”

4. Guided Practice
a. “Now I want you all to try these with me. As I read, yell STOP when you see a
pronoun. If the pronoun is used correctly, we will leave it alone. If it is not, we will
correct it.” *Take students through paragraph and make necessary changes as a
class*
b. *On the last correction, have students try on their own, then take volunteers to
share their corrections*

5. Independent Practice/Assessment
a. “Now writers, I want you all to go through your stories so far and check your use
of pronouns. Today and everyday, I want you to be super clear about who your
pronouns are referring to as you write your stories!”
b. “If you are still unclear about when and how to use pronouns, stay on the carpet
with me, we will do another activity! Everyone else can begin writing and
correcting”
c. Check in with students during writing conferencing. Products and stories will
display students knowledge of using pronouns in writing.

Differentiation:
● Anchor chart will remain displayed for students to reference throughout the week.
● I will prepare a handout for students who remain on the carpet with more pronoun
practice.