Lesson Plan: Demonstrative Pronouns (This/That, These/Those)

Grade Level: 2
Subject: English Language
Duration: 45 minutes

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Identify and use demonstrative pronouns (this/that, these/those) in sentences.

2. Apply knowledge of demonstrative pronouns within and across the curriculum (e.g.,
science, social studies).
3. Use ICT to enhance the learning experience through interactive exercises.
4. Engage in literacy practices by reading and writing sentences using demonstrative
pronouns.
5. Use effective verbal and non-verbal communication strategies to support
understanding and participation.
6. Work collaboratively in small groups to foster cooperation and enhance learning.
7. Support learners with diverse needs, including those with disabilities, talents, or those
facing difficult circumstances.

Materials:

 Flashcards with pictures

 ICT tool (e.g., interactive whiteboard or tablet)
 Handouts with example sentences
 Worksheets for practice
 A video that explains demonstrative pronouns
 Markers and chart paper

Lesson Introduction (5-7 minutes):

1. Greeting and Setting Expectations:

Begin by greeting the students and setting a positive, engaging tone for the lesson. Use
non-verbal cues like gestures to reinforce engagement.
2. Introduction to Demonstrative Pronouns:
o Display the words this, that, these, those on the board.
o Introduce demonstrative pronouns as words that help us talk about things
around us. Explain that this and these refer to things that are close to us, while
that and those refer to things that are far away.
o Use simple visual cues, like pointing to objects in the classroom, to demonstrate
how these pronouns work.
Development (15 minutes):

1. Interactive Activity with ICT:

o Show a short interactive video on the use of demonstrative pronouns. Pause the
video at intervals to ask questions (e.g., “Is this thing close or far away?”).
o Use a tablet or interactive whiteboard to display pictures of objects that are
close and far. Ask students to identify the correct demonstrative pronoun for each
(e.g., “Is this this or that?”).
o Encourage the students to respond by using their voices and hand gestures for
additional engagement.
2. Guided Practice:
o Show flashcards with objects (e.g., a pencil, a chair, a book). Ask students to
point to the object that corresponds to the demonstrative pronoun being used.
o For example:
Teacher: "Is this this or that?" (Pointing to a close object).
Students: "This!"
o Follow up with more objects for practice. Ask students to repeat with "this" or
"that" and later progress to "these" or "those."

Collaborative Activity (10 minutes):

1. Group Work:
Divide the class into small groups. Each group receives a set of flashcards with pictures
of objects.
o Task: In their groups, students should work together to match the correct
demonstrative pronoun to each object (this, that, these, or those).
o After they finish, each group presents one object and explains their choice of
demonstrative pronoun.
2. Encouragement and Support:
Circulate around the classroom to offer support, especially to students with disabilities,
gifted learners, or those who may be struggling. Provide additional scaffolding as needed.

Practice (10 minutes):

1. Worksheet:
Hand out a worksheet with sentences that are missing demonstrative pronouns (e.g.,
“____ is my book” or “____ are my shoes”). Students must fill in the blanks with the
correct demonstrative pronouns (this, that, these, or those).
2. Differentiated Instruction:
For students with special educational needs, provide additional prompts or sentence
 starters. For gifted students, offer an extension task where they create their own sentences
using demonstrative pronouns.

Closing and Reflection (3-5 minutes):

1. Review and Recap:

Ask the students to share one thing they learned about demonstrative pronouns today.
o Use non-verbal cues (e.g., thumbs up) to encourage participation.
2. Interactive Closure:
Show a few objects in the classroom and ask students to use this/that or these/those to
describe them. Encourage whole-class participation and praise efforts.
3. Homework:
Assign a short homework task where students write three sentences using this, that,
these, or those to describe objects in their home or environment.

Accommodations:

 For Learners with Disabilities: Use assistive technology (e.g., voice-to-text tools) or
offer additional visual aids such as tactile flashcards or a personalized checklist.
 For Gifted Students: Allow them to create a short story or dialogue using demonstrative
pronouns to show mastery.
 For Learners with Difficult Circumstances: Provide simplified resources and
additional time to complete activities. Ensure that students feel safe and supported in
sharing their learning experiences.

Assessment:

1. Formative Assessment: Monitor student participation during group work and the ICT-
based activity to ensure understanding.
2. Summative Assessment: Evaluate the students’ worksheets and sentences written at the
end of the lesson for correct usage of demonstrative pronouns.

Reflection:

After the lesson, reflect on the effectiveness of the teaching strategies used, including the
integration of ICT, group collaboration, and differentiated instruction. Identify any areas for
improvement, such as additional scaffolding for struggling students or more interactive activities
to increase engagement.
This lesson plan incorporates various strategies to meet the diverse needs of students, including
those with special needs or difficult circumstances, while ensuring the learning environment
remains supportive and collaborative.

Learning Objectives:

By the end of this lesson, students will be able to:

1. Identify and use the demonstrative pronouns this, that, these, and those in context.
2. Apply knowledge of demonstrative pronouns across curriculum areas (e.g., science,
math, social studies).
3. Enhance literacy skills by constructing sentences using demonstrative pronouns.
4. Engage with ICT tools to facilitate learning and practice using demonstrative pronouns.
5. Demonstrate cooperation and collaboration through group activities that promote
teamwork and shared learning.
6. Support learners' participation, especially those with special educational needs, gifted
learners, or those facing challenges such as geographic isolation, illness, or trauma.
7. Use a variety of teaching strategies to accommodate diverse learning needs and ensure
that all students participate actively.

Materials:

 Flashcards (with pictures of objects and animals)

 Interactive Whiteboard or Tablet
 Worksheet with sentences to complete (using demonstrative pronouns)
 Video or animation explaining demonstrative pronouns
 Chart paper and markers
 Props or physical objects to demonstrate (e.g., a pencil, a book, a toy)

Lesson Introduction (5-7 minutes):

1. Greeting & Setting the Tone:

o Begin by welcoming students and explaining that today's lesson will be about
this, that, these, and those—words we use to talk about things around us.
o Use gestures and visuals (pointing to objects around the classroom) to help
students understand the difference between things that are close and things that
are far away.
2. Introducing Demonstrative Pronouns:
o Write the words this, that, these, and those on the board.
o Briefly explain:
  This and that refer to one thing (singular).
 These and those refer to more than one thing (plural).
o Use a prop (e.g., a book) and hold it close to you while saying, "This is my book."
Then, hold the book far away and say, "That is my book."
o Repeat with other objects around the classroom.

Development (15 minutes):

1. Interactive Lesson Using ICT:

o Show a short video or animation on the use of demonstrative pronouns. The
video should explain how to use this, that, these, and those in everyday
situations.
o After watching the video, ask questions to check understanding. For example, "Is
the toy close or far?" or "What word would we use for something far away?"
o Display pictures on the interactive whiteboard of various objects (e.g., a pencil,
a chair, a computer). Ask students to identify which demonstrative pronoun fits.
For example, "Is this this or that?" when pointing to something close.
2. Guided Practice:
o Use flashcards to show pictures of objects or animals and ask students to say the
correct demonstrative pronoun. For example:
 Show a picture of a pen close to you: "Is this this or that?"
 Show a picture of shoes far away: "Are these these or those?"
o Repeat the activity, encouraging students to say the sentences aloud.

Collaborative Activity (12-15 minutes):

1. Group Work:
o Divide the students into small groups. Each group receives a set of flashcards
with pictures of objects and animals.
o The task: Students in each group work together to decide whether to use this,
that, these, or those for each item.
o After they finish, each group presents a few objects and their correct sentences to
the class (e.g., "This is a pencil," "Those are shoes").
o Differentiation: For students who need extra support, provide a sentence starter:
"This is a ___," or "Those are ___."
o For gifted learners, challenge them to use both singular and plural forms in
one sentence, such as, "This is my book, and those are my shoes."

Independent Practice (10 minutes):

 1. Worksheet:
o Distribute a worksheet with incomplete sentences where students have to fill in
the blanks with this, that, these, or those (e.g., "____ is my apple," "____ are my
toys").
o Walk around to support students who may need help understanding the concept.
Provide visual prompts if necessary.
2. Differentiated Instruction:
o For students with special educational needs (e.g., learners with learning
disabilities or attention difficulties), provide additional visual cues, such as a chart
showing this/these and that/those with pictures.
o For gifted students, ask them to write a short paragraph describing objects in the
classroom using a mix of this, that, these, and those.

Closing (5-7 minutes):

1. Class Discussion:
o Ask students to share what they learned today. Have them point to objects around
the classroom and use the correct demonstrative pronoun.
o Use non-verbal cues (such as thumbs-up or hand-raising) to encourage
participation.
o Reinforce the key points: this and that are used for singular nouns (close or far),
while these and those are used for plural nouns (close or far).
2. Reflection and Homework:
o Assign a simple homework activity: Students must write three sentences using
this, that, these, and those to describe objects they see at home or outside.
o Ask students to share one sentence from their homework the following day.

Accommodations and Supports:

1. For Students with Disabilities:

o Offer one-on-one support during group activities.
o Use visual supports like sentence strips or flashcards.
o Use assistive technology (e.g., voice-to-text tools) for students with writing
difficulties.
2. For Gifted Students:
o Provide extension activities where they create complex sentences or stories using
demonstrative pronouns.
o Allow them to help peers who may need extra assistance.
3. For Learners Facing Difficult Circumstances:
o Create a safe and supportive environment by allowing extra time for tasks and
providing additional encouragement.
o Offer flexible timelines for homework if the learner has challenges at home.
 o Foster a sense of community by emphasizing group work and ensuring no child
feels isolated.

Assessment:

1. Formative Assessment:
o Monitor student participation in group work and ICT activities.
o Check students’ understanding by asking them to form sentences using this, that,
these, and those during the guided practice and discussion.
2. Summative Assessment:
o Review the completed worksheets to assess the correct use of demonstrative
pronouns.

Reflection:

After the lesson, reflect on how well the students understood the concept. Were there any
challenges during the group work? Did the students engage with the ICT tools? How can the
lesson be improved next time, particularly in meeting the needs of students with diverse learning
challenges?

This lesson plan aims to create an inclusive, interactive, and supportive environment for all
learners, ensuring that students of different abilities, backgrounds, and circumstances are able to
learn effectively.