Pronoun Case Error: When a subject isnt an object

*Geared toward an 8th grade ELA class. Objectives: SWBAT recognize and use formal constructions of pronouns and their cases. CCSS.ELA-Literacy.L.8.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Rationale: The most common mistake students make for pronoun cases is with me vs. I. However, in order to understand that mistake and how to fix it, they also have to know why it is unclear and informal. So, I am focusing on the cases, and then focusing on that construction, in order to help students recognize the most common mistake noticed. (Anderson 2005) Prior Knowledge: Pronoun-antecedent clarity; agreement in gender, person, and number. Materials: paragraphs, writing utensils, whiteboard marker, computer, PowerPoint Length: 15-20 minutes Accommodations: I purposely attempted to make the lesson with visual and auditory instructions at each step so that students have multiple ways of following along. I start with the paragraph because its fairly simple, but also gets some of the ideas of this lesson across so students feel like they know this already. Further, during the lecture piece, I intend to be interactive with students. Theyll be more likely to pay attention and retain some of this if we can do that. Assessment: At the end of the lesson, Ill have 2-3 students summarize what we learned, and 2-3 offer examples of informal constructions others will fix. I realize this is not everyone, but its a way to determine if at least 6 -9 individuals understand. (Everyone will write one example and fix it as an exit ticket at the end of class so I know if they retained it through the rest of class). Plan of action: Before class - write chart (slide #7) on side white board (this would be a wall chart in my classroom). Bell work (On board): Work with your partner to fill in the paragraph in front of you. If you get stuck, there is a pronoun chart on the wall so you can remember what some of the pronouns are. (Teacher walks around). Paragraph: Dakota loved to eat peanut butter and jelly sandwiches. However, _____ sister was allergic to peanut butter! Whenever _____ asked ______ parents for a jar of _____ in the store, _____ told ______ No, ______ sister is allergic. Dakota really wanted to find a way to get ______ PB&J s back. ______ were ______, after all! So, ______ decided to look for a cure for ______ sister. Go over the paragraph as a class some partners might think Dakota is a boy, girl, or gender neutral, so any of these are okay. This should take the first few minutes, up to three. Ask the class what pronouns are referring to Dakota. What do they notice about them? Mention that we recently went over errors with gender, number, and person. Now were looking at errors in case. Introduce cases. When talking about cases, state the name and example, then ask students what they think it means. Click forward to bring out definition for each of the four. After showing the definition of each, refer to the chart written out on the board. Have the column labels covered; ask students which they should be before uncovering. (This would be a wall chart for class that wed have started with Olivias lesson and referred to today). (4 minutes) Begin common errors examples. Emphasize that the first one is not bad, but that some people might not see it as correct. In talking and writing with friends or as a style element, its fine. In formal writing situations, the second is more accepted. (5 minutes). *Wrap up: ask for summary from 2-3 students as to what other error we have besides gender, number, and person. Ask for 2-3 students to give examples of a formal and an informal construction. (3 minutes) If we have time, have partners practice writing a sentence either informally or formally, and have the other partner change it to the other. *Do the wrap-up after this, then.