Name: Amanda Favia Grade: Second Grade

Subject: English Topic: Pronouns Activity: Read Aloud: I and You and Dont Forget Who What is a Pronoun? By Brian P. Clearly Standards: 2.RFS.3: Know and apply grade level phonics and word analysis skills in decoding words. 2.SL.1: Participate in collaborative conversations with diverse partners about grade 2 topics and text with peers and adults in small and larger groups. Objective: Students will be able to identify what a pronoun is. Materials: Book Journals Pencil

Procedure: 1. At the students chairs I am going to tell them that the person to their left is going to be their reading partner for today. I will then direct the students to the carpet. 2. Students will be sitting at the carpet and I will ask the students Who can remind me what a noun is? Students will reply with a person, place, or thing. 3. I will then ask the students If I were to ask you what you think a pronoun is what you think it would be? I am expecting a variety of answers since I do not think that students know what a pronoun is. 4. After a few students answer the question I will tell them that a pronoun is a word that takes the place of a noun. I will provide a few examples of pronouns such as; he, she, they, everyone, and no one.

5. I will then tell the students I am going to read you this book called I and You and Dont Forget Who What is a Pronoun? By Brian P. Clearly. 6. I am going to ask the students every time they think they hear a pronoun to raise their hand quietly and try to remember as many as they can. 7. I will start to read the book to the students. 8. Once I am finished reading the book I am going to ask the students to turn and talk to their reading partner and discuss the different pronouns they heard. 9. I will give the students three minutes to discuss the pronouns they heard and then redirect the class to the front of the room. 10. I will ask the students Who would like to share some of the pronouns they heard in the book? Students will share 11. After a few students share their answer I am going to ask the boys to go back to their seats first. Once the boys quietly get to their seats I will ask the girls to go back to their seats. 12. I will then ask the students to take out their journals and tell them to write five well written sentences and ask them to circle the pronouns with a red crayon. I will also explain to the students that if they wanted to challenge themselves students can underline any nouns with a blue crayon, underline any verb with a green crayon, and underline any adjective with a purple crayon. I will also write these instructions on the board. Assessment: Students will discuss the different pronouns in the book and also write their own sentences and circle the pronouns in their sentences. Management Issues/Transitions: Determining the students partners at their seats is a way to solve management issues. The one transition I used was to have the boys go back to their seats first and the girls go back to their seats after the boys were seated quietly. Differentiation: I am allowing students to challenge themselves to see if they remember nouns, adjectives, and verbs.