• CategoryDocuments

  • View2048

NOTRE DAME OF DADIANGAS UNVERSITY Marist Avenue, General Santos City A SEMI â DETAILED LESSON PLAN IN English Grade 8 9:30am â 10:30am MWF (1 Hour) Room: RL 203 Date of Demo: _____________________ I. Objectives At the end of the lesson, the students should be able to: · identify the connection between nouns and pronouns; · recognize them in the sentences provided with the article; and · use the pronouns to replace nouns in the Times article. II. Subject Matter PRONOUNS (45 minutes) 2.1 Materials · Slides · Handouts · Worksheets · Copies of The New York Times 2.2 References III. Methodology A. Motivation · Ted: Hi Jim. Is Jim going to the show? Jim: No Ted. Jim is not going to the show. Ted: Then, where is Jim going? Jim: Jim is not going to tell Ted where Jim is going. Present a dialogue in the class: Ask: What conclusions can you make with their conversation? · Divide the board in half, and invite students to call out nouns and pronouns, and list them on one side of the board. (Or, if ample space and chalk or white-board markers are available, invite students to come up to the board, and each write one noun and pronoun on one half of the board). Use the other side of the board to list pronouns that students can think of. · Then have volunteers to come to the board and draw arrows between nouns and pronouns that can correspond. Ask: What claims can you make about the connection between nouns and pronouns from this exercise? How do they work together? · Next, have each student choose combinations from the board and write a sentence with each of the word pairs. After a minute or two, have students share their sentences aloud. Ask: What else do you now notice about the noun-pronoun connection? Whatâs the definition of a pronoun? What is its function and purpose? B. Lesson Proper · Provided with The New York Times article, the class will read through it to identify nouns and discuss the use of pronouns. · Ensure that students understand that pronouns are words that take the place of nouns and that they can be masculine or feminine, singular or plural. Note, too, that a pronoun also has to âmatchâ the noun it is replacing in gender and number. A few more examples could be added to the lists on the board so that the class has full examples of masculine, feminine and neuter in singular and plural. · Explain that there is one other way pronouns vary that nouns donât usually need to: by case. While pronouns have three cases in English â nominative (âsheâ), objective (âherâ) and possessive (âhersâ) â nouns change form only for the possessive (âNancyâ is both nominative and objective, whereas the possessive is âNancyâsâ). Personal pronouns are used in place of a common or proper noun. Subject Pronouns are used as a subject. (Examples) Object Pronouns are used as an object or the one receiving the action. (Examples) Possessives show ownership. (Examples) Reflexives are used when the object of the sentence is the same as its subject. Each personal pronoun has its own reflexive pronoun. (Examples) Pronouns Person Gender/Number Personal Possessive Adjective Possessive Reflexive/Intensive Subject Object 1st Person I Me My Mine Myself 2nd Person You You Your Yours Yourself 3rd Person â male He Him His His Himself 3rd Person â female She Her Her Hers Herself 3rd Person â neutral It It Its Its Itself 1st Person â plural We Us Our Ours Ourselves 2nd Person - plural You You Your Yours Yourselves 3rd Person - plural They Them Their Theirs Themselves Finally, students return to the sentences they wrote and try to label and categorize each pronoun, then swap with a partner to check for accuracy. Or, hold a quick competition to see who can write a coherent sentence with the most diverse array of pronouns. C. Enrichment Activity · Tell students to pair up, and designate half the pairs âpronounsâ and the other half ânouns.â The task of the pronoun pairs is to underline all nouns in the Times article they read and replace them with their correct, corresponding pronouns. · Eventually, the pronoun pairs will rewrite the entire Times article, replacing every pronoun with its corresponding noun. Meanwhile, the noun pairs will do the opposite: underline every pronoun in the article and replace it with the noun that it stands for. · When pairs are finished, have the pronoun pairs read their version aloud (have each pair read one paragraph in turn until the article ends), followed by the noun pairs. Then discuss how each version sounds with all the changes. Ask: Where did the substitutions work, and where did they render sentences awkward or even nonsensical? What choices did the revision require? D. Evaluation · Review the objectives. · Students are given worksheets to provide the correct pronoun/noun with given a noun/pronoun. IV. Assignment · Students are given worksheets to provide the correct pronoun/noun with given a noun/pronoun.