Pronoun and Verb Agreement

 

 

1. Title:  Pronoun and Verb Agreement
2. Author: Aimee Robin             
3. Subject: Grammar       
4. Grade Level: 3rd
5. IEP classification(s):
6. Common Core Standard(s): L.3.1.F

Ensure subject-verb and pronoun-antecedent agreement.

7. Lesson Goals: Students will be able to match a singular and plural pronoun fallowed by the right verb agreement.  Being able to do so in writing or assembling a sentence.
8. Lesson Materials:

• Note Cards
• Post it
• Paper
• Poster board
• Writing utilizes
• Highlighter Tape

 

Instructional Lesson Methods and Assessment

Anticipatory Set:

1. Before introducing the new lesson I will write the definition of a verb and a pronoun on the board.
2. I will ask students to give me examples on a pronoun.  Ask what a pronoun does and why we use it.
3. I will then ask about verbs.  What do we know about verbs?  Can they be singular and plural? What are examples of a singular verb and a plural verb?
4. I will then jump off a chair.  I will ask the students how we can write what I just did.    We will then explore the different options. 
   1. Students can write a sentence expressing the action I did on a white board, in their journals, on a note card or post-it.
5. I will pass out words.  They will either be a plural verb or pronoun.  The others will be a singular verb or pronoun.  They will then separate themselves in the four corners of the classroom. 
   1. The words will be able to be touched by the senses.
      1.  Painted on for a 3D feel.
      2. Made of yarn.
      3. Sprayed with Fabreze.
      4. Words made out of peppermints.  (if they get a word made out of candy they can have a small piece of the candy that the word is made out of)
   2. Also this plays as a short formative assessment.  I allows me figure out if I need to spend more time on pronoun or verb and recognizing the difference between plural and singular.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 & 3.1 Visual Board  Giving definition that the students should already know and activating background knowledge.	1.2 Watching an Action By watching jump off the chair they can visually see an action and say/write what I just did in a sentence.	Orally Engaged Students will actively be in discussion in whole groups.
Saying Examples  By giving me examples that students may not be able to spell but they can say them allows more examples in the discussion.	4.1 Writing They can write their sentence any way they feel that it will most sink in.	4.2 Actively Engaged Walking around and figuring out which corner to go to after figuring out what their word is.
		1.2 & 1.3 Words on Poster Being able to see the word in a different way than pencil. Feeling the word and almost tasting the word.

 

Introduce and Model New Knowledge 

1. I will show a video of how to use pronouns and verbs correctly.
    

1. I will pass notes on pronouns.
   
    
2. I will then pass out a copy out of a book that we will do as a whole class.  On the copy out of a chapter book we are reading students can use: highlighter tape, highlighter, pencil, pen, or sharpie to highlight, circle, or underline the pronoun and the verb.
   1. If the students would like to write or copy the sentences down the can.
3. Students can listen to an audio recording off of power point of the teacher reading 5 different sentences.  They must write down the pronoun and the verb I that sentences and label if they are plural or singular.
   1. If the students do not want to listen to the audio recording or they are ESL students they can go to this website and play a learning game.
      Subject Verb Agreement Fun Game for ESL

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Video The video provides a model of the pronouns and verbs. It also provides examples.	1.1  Different Tools Students are allowed to use different tools to visually memorize verb and pronoun.	2.4 &7.1 Listen to Recording Students can listen for the answers.  They can review the sentences too. They get a choice of which way they would like to practice their new knowledge.
5.2 &5.3 Notes  The notes the students have will help the along the way with learning.  They can also write notes or examples on the notes I give them to help them learn.	3.4 Writing Students can rewrite the sentences taking in the new knowledge one step deeper into remembering.  Still allowing it as an option.	4.3 Game The game the students can play shows that learning can be fun and that they can do it before have to test over the new knowledge.

 

Guided Practice 

1. Using some of the previous note cards, from the four corner assessment. Put the students in small groups of 5 and make new cards.  Make the cards make a simple sentence.  Each group will have at least two sentences they have to put together before showing it in front of the classroom.

1. 
   

   									back.
   	She		put		the		dog

    

 

1. I will give the students magazines and news paper that they have to cut out and glue on a sheet of paper. They must make 5 sentences using the random cut out words.  The sentences must have a pronoun and a verb.
   1. Look through them and make sure to take out anything that is not school appropriate.
   2. A child who may have compilations can work with a partner.
   3. If a child needs a challenge, they can more or longer/complex sentences.
2. Some magazines you could use:

                                                 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Students  They become a representation of an example sentence.	3.2 Magazine and News Papers Having the students pull these words from a reading utilize allows them to relate a relationship.	8.3    Making Sentences Students have to cooperate with each other and communicate because each individual is need to make the sentence correct.
6.3  Resources  Using different types of resources that students see in the real world help them attach the new knowledge.	9.2 Sentence Thinking When students are making their sentences in groups they will have to think of different strategies to make the sentence make sense.	8.2  Cutting The students will cut out words they find and glue them on to a sheet.  They can also challenge themselves.

Independent Practice 

1. Students will get in pairs and one will act out in action the other will write it in a sentences.  They can write the sentences on a: white board, paper, poster, I pad on paint, or type it on computer. 
   1. They will have to write at least 10 sentences each and record them in their journals for an assessment.
   2. They will then go through and pick out their two sentences they feel they did the best on and the two they could improve on. The two they felt they did best they can highlight them.  The two they could improve on can be underlined.
2. At their desk students will write one page over any topic involving at least 6 pronouns and 6 verbs correctly.
   1. They can write in their journal or type it on a computer.
   2. For a few students are not good writers they can record their story on a tape recorder.

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Writing Students will be able to write or type their one page.  If needed some students can use a recorder.	9.3 Assessing Self Students will be able to assess their own work.  They will see their best work and their work they can improve on.	6.4 Checking Work Students will write or type on page making sure they have at least 6 pronouns and verbs each that match.
7.2 Acting Students are doing an action that can be turned into a sentence.  Shows how our actions can be turned into words.	5.1 Expressing Students will be able to create their sentences in the way they feel would be best.	Moving When the students are acting out they are actively engaged in the learning.

 

Wrap-up 

1. Students will turn in their journals.  I will pick a few out at random and as a class will fix the different ones students thought they could improve on. 
   1. Be sure to not show the students name when correcting.
2. I will answer any questions students may still have.
   1. Maybe on certain words
   2. Using them correctly

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2 Show and Tell Showing other students each other’s work allows them to feed off of each other and get different ideas.	9.1 Fixing Fixing the sentences will show students exactly what I am looking for in a sentence.	3.3 Discussing All students will participate in the discussion over fixing the sentences and what is wrong with them.
Differences  The difference between students work, may help other students gain more knowledge on the concept.	Questioning Students will be able to express how they feel about the topic and clarify what they have questions about.	Answering Answering any questions students may have after participating in the different activities.

 

Assessment 

1. Students will write a pronoun on the front of a note card and random verb that would agree with the pronoun.
   1. It will be used as an exit ticket out of class.
   2. Students can use a note card or a post it note.
   3. They can use whatever writing utilize they would like.
2. Students will write three sentences with pronoun and verb agreement.  Then they will list three singular and plural pronouns and verbs each on the back sheet of their paper. 

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Assessment sheet The students will be assessed in writing and listing on paper	Writing Students will be able to express their knowledge when writing or listing on the assessment sheet.	8.4 Assessing Students will write sentences and list to assess knowledge.
Note Card Writing a simple answer on the front and back on a note card.	2.5  One Word Able to write one word on the front and back of a note card and use it as an exit ticket.	Exit Ticket To assess students will be give and exit ticket.

 

Brain Network	UDL Principle
Recognition Networks “What”	I. Multiple Means of Representation ensures that the Recognition networks of students are supported        Specific UDL Accommodations (1.1 – 3.4)   Key Elements Please Put a Check Mark Next To the Ones You Incorporated     Where in the project? (Which Lesson Phase 1-6) Provide options for perception   1.1 Customize the display of information x Introduction and Model New Knowledge 1.2 Provide alternatives for auditory information X Anticipatory Set 1.3 Provide alternatives for visual information X Anticipatory Set Provide options for language and symbols   2.1 Define vocabulary and symbols X Anticipatory Set 2.2 Clarify syntax and structure X Wrap-Up 2.3 Decode text and mathematical notation     2.4 Promote cross-linguistic understanding X Introduction and Model New Knowledge 2.5 Illustrate key concepts non-linguistically X Assessment Provide options for comprehension   3.1 Provide or activate background knowledge X Anticipatory Set 3.2 Highlight critical features, big ideas, and relationships X Guided Pratices 3.3 Guide information processing X Wrap-Up 3.4 Support memory and transfer X Introduction and Model New Knowledge
Strategic Networks “How”	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported        Specific UDL Accommodations (4.1 – 6.4)   Key Elements Please Put a Check Mark Next To the Ones You Incorporated   Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions   4.1 Provide varied ways to respond X Anticipatory Set 4.2 Provide varied ways to interact with materials X Anticipatory Set 4.3 Integrate assistive technologies X Introduction and Model New Knowledge Provide options for expressive skills and fluency   5.1 Allow choices of media for communication X Independent Practice 5.2 Provide appropriate tools for composition and problem solving X Introduction and Model New Knowledge 5.3 Provide ways to scaffold practice and performance X Introduction and Model New Knowledge Provide options for executive functions   6.1 Guide effective goal setting     6.2 Support planning and strategy development     6.3 Facilitate managing information and resources X Guided Practices 6.4 Enhance capacity for monitoring progress X Independent Pratices
Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported        Specific UDL Accommodations (7.1 – 9.3)   Key Elements Please Put a Check Mark Next To the Ones You Incorporated   Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest   7.1 Increase individual choice and autonomy X Introduction and Model New Knowledge 7.2 Enhance relevance, value, and authenticity X Independent Practices 7.3 Reduce threats and distractions X Guided Practices Provide options for sustaining effort and persistence   8.1 Heighten salience of goals and objectives     8.2 Vary levels of challenge and support X Guided Practices 8.3 Foster collaboration and communication X Guided Practices 8.4 Increase mastery-oriented feedback X Assessment Provide options for self-regulation   9.1 Guide personal goal-setting and expectations X Wrap-Up 9.2 Scaffold coping skills and strategies X Guided Practices 9.3 Develop self-assessment and reflection X Independent Practices