Shannon Cain Dr. Lunsford Human Development 25 February 2014 Lesson Plan 1.

General Information Topic: Pronoun and Antecedent Agreement Teacher: Shannon Cain Lesson Number: 5 Date: 2/25/2014 Lesson in Sequence: 5 2. Resources and Materials: For this lesson, we will need paper and pens/pencils for the students to write with. We will also use whiteboards. 3. Goal/s & Objective: SPI 0801.1.11-Correct use of pronoun-antecedent agreement Student learning objectives: By the end of the lesson, the students will be able to choose the correct pronoun-antecedent agreement for personal pronouns within context. Given worksheets, the students will choose the correct personal pronoun to match the antecedent. I expect the students to use all personal pronouns (both subject and object) correctly. 4. Assessment I will assess the students knowledge of correct personal pronoun and antecedent agreement by checking their worksheets. We will trade papers and the students will grade each other. 5. Readiness for Instruction Physical development: I will be aware that the students may have not had breakfast or a full nights sleep. I will incorporate group work into our tutoring session because peer relationships are especially important at this stage in development. Cognitive development: According to Piagets stages of cognitive development, students in 8th grade should be somewhere in between the concrete operational and formal operational stage. I have noticed that my students need more concrete lessons and directions. I will also be aware that not all students will be on the same level of thinking. Social development: I know that during 8th grade, friendships and social lives are especially important. I will incorporate group work into our tutoring sessions so that the students can work together. I will also use multiple activities in each lesson so that the students do not become bored or distracted. Cultural development: I will be aware that the students I tutor may come from different backgrounds and socioeconomic statuses from me as well as from each other.

Emotional development: It is important that the emotional needs of students are met so that their learning experience can be the most beneficial. While I cannot control what goes on in their home life or outside of school, and I work to make the students safe, welcomed, and loved during our tutoring sessions. 6. Instructional Model, Procedures, and Strategies: Time for lesson: 45 minutes Introductions: 5 minutes Graphic Organizer: 5 minutes White board review: 10 minutes Worksheet: 20 minutes Feedback and questions during remaining time a) Opening and Advanced Organizer: I think it is important to tell the students exactly what we will be doing so that they know what to expect throughout the lesson. I know they will be excited to use the whiteboards since they asked me to bring them in. They also asked to play a game in this lesson, so I am incorporating a game into our lesson. Behavioral Expectations: I expect the students to participate in the tutoring session and collaborate with the students in their group. I expect them to finish their work and be respectful of me and the other students. I want the students to feel comfortable to ask questions. We will also go over procedural expectations together. Instructional Steps: The instructional model that I will be using will be informal. There will be structure, but the students should and will be able to talk to me and to each other during the lesson. After explaining the structure of the lesson, we will begin by reviewing antecedents and how to replace them with pronouns in our writing. I have made a table for them to use as a reference and I plan to add more about antecedents and some example sentences. We will then practice on our whiteboards. The students will then work through the worksheets independently, and we will switch papers and go through them together. We will close with questions and discussion. Keeping Piagets stages of cognitive development in mind, I have noticed that my students are more in the concrete operational stage. They need objectives and expectations to be described very clearly and in detail. If they are given too much free range, they seem slightly confused (Ex. When writing their summary paragraphs, they wanted to know how long it needed to be, what structure they should use, etc.) Because they are more concrete thinkers, I am also going to give them graphic organizers this week so they have something visual describing types of conjunctions and examples of interjections. Overall, I am going to include more structure into my lessons. When the students are told clearly what is expected of them, they rise to these expectations. I am going to be more aware of how I explain directions and what I am expecting from them. Lesson Closure

b)

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I will close the lesson by giving the students individual and group feedback on their lesson. We will go over any questions that they have about pronoun antecedent agreement. I will also ask them to assess my lesson and give any improvements.

Personal Pronouns
Subject
I you he she it we they
Sample worksheet question: Replace the (antecedent) of the sentence with the correct personal pronoun. (Jayda, Asia, E Tangela, and I) _______________ are learning about pronouns today.

Object
me you him her it us them