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Lesson Segment Plan

This lesson plan focuses on pronouns and complete sentences. The objectives are for students to correctly use pronouns and antecedents in writing, structure complete sentences using pronouns, and identify examples of proper and improper pronoun and sentence structure. The lesson includes reviewing pronouns and introducing "policed pronouns", watching a video on sentence fragments, and using an acronym to identify dependent clauses. Students will complete an individual assessment paragraph to demonstrate their understanding.

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131 views2 pages

Lesson Segment Plan

This lesson plan focuses on pronouns and complete sentences. The objectives are for students to correctly use pronouns and antecedents in writing, structure complete sentences using pronouns, and identify examples of proper and improper pronoun and sentence structure. The lesson includes reviewing pronouns and introducing "policed pronouns", watching a video on sentence fragments, and using an acronym to identify dependent clauses. Students will complete an individual assessment paragraph to demonstrate their understanding.

Uploaded by

api-285513620
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Segment 1FA 2014 Practicum (Wilson MS- 6th English)

Holsopple & M. Miller

K.

1. Topic: Pronouns and Complete Sentences


2. Purpose: A review to reinforce understanding of clarity in writing with a focus
on pronouns, antecedents, and complete sentences.
3. SOL Info:
6.7 (i) Revise sentences for clarity of content including specific vocabulary
and information.
6.8 (c)use pronoun-antecedent agreement to include indefinite [unclear]
pronouns.
4. Lesson Objectives: By the end of the lesson, the students will be able to
-use pronoun-antecedents and policed pronouns clearly in their writing (i.e.
short story assignment). Blooms Applying
-structure complete sentences with clear use of pronouns in their writing (i.e.
short story assignment). Blooms Analyzing
-find examples and/or errors of sentence structure (complete vs. incomplete)
and pronoun usage in texts (i.e. editing their peers and their own short story
writings). Blooms Analyzing
5. Lesson Steps:
TIME
TEACHER ACTIONS
STUDENT ACTIONS
2 min Teacher will introduce focus of
Students will provide examples of
lesson (Clarity), ask students
pronouns and their definition of a
for the definition of a
pronoun. Students will consider
pronoun and examples of
when and why pronouns are used in
pronouns, as well as when
writing.
pronouns are used.
The teacher will
Students will complete their
review/reinforce past learning
individual handout/pamphlet. They
of pronouns and introduce the
will participate in identifying PP and
term Policed Pronouns
Antecedent in examples.
(PP) to students. Teacher will
guide students in identifying
PP and the antecedent, which
the PP represents.
Teacher will show a segment of Students will watch and attempt to
a Grammar 911: Sentence
fill in blanks on pamphlet regarding
Fragments (00-1.30 min) to
Complete Sentence requirements.
review/reinforce knowledge of
sentence structure and
requirements for a complete
sentence.
Teacher will continue ppt and
Students will fill in remaining
introduce the acronym
information on the pamphlets and
U WEB WASABI for students
participate in ppt examples.
to better identify dependent
words used to signify
dependent clauses.
Teacher will distribute
Students will complete assessment
assessment handout to
handout individually. (See step 6)
students. (See step 6)

Lesson Segment 1FA 2014 Practicum (Wilson MS- 6th English)


Holsopple & M. Miller

K.

6. Closure Activity/Assessment:
Teacher Action: Teacher will distribute assessment paragraph for students to
complete individually. If time allows, teacher will allow students to share and
discuss their answers with their table partner for 60 seconds and then go
over the assessment with the class.
Student Action: Students will complete assessment handout individually
utilizing the info reviewed in the Power Point. If time allows, students will
share and discuss their answers with their table partner for 60 seconds, then
they will discuss answers as a class.

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