Activities

1. Complete a four square graphic organizer with a list of subjective and objective pronouns.  Provide examples of sentences using subject and object pronouns.
   
   
2. Create cards to display possessive pronouns.  Use cards to correctly complete given sentences.

3. Given a series of sentences, use different color highlighters to identify and classify subjective vs. objective pronouns.
   
   
4. Create a T-chart to differentiate possessive pronouns and commonly confused contractions (ie., they’re - their, it’s - its, you’re - your).

5. Given sentences with some pronoun errors, analyze sentences for correct usage of subject and object pronouns.  Then, correct errors to ensure proper case for subject and object pronouns.
   
   
6. Given an informative topic, produce correct sentences using possessive pronouns in the proper case.

Answer Key/Rubric

1. Student creates a four square graphic organizer, and correctly lists subjective and objective pronouns.  The student creates sentences with correct examples of subject and object pronoun usage.  The student understands pronouns take the place of nouns.  The student understands subject pronouns take the place of a noun acting as the subject of the sentence.  The subject of the sentence identifies whom or what the sentence is about.  The student understands object pronouns replace the direct object or indirect object.  The direct object receives the action of the verb and the indirect object tells to whom or for whom the action was done.  For example:

2. Student creates a set of cards for each possessive pronoun:  my, mine, your, yours, her, hers, his, its, our, ours, yours, their, theirs.  Student completes sentences with a correct possessive pronoun.  Student understands possessive pronouns show ownership or possession of something.   The student displays a correct possessive pronoun to complete the sentence.  For example:

• We traveled to Florida to visit ________ friends. (Student correctly displays their, your, our, her, or his)

3. Given prepared sentences, student uses different color highlighters to identify and classify subjective (green) vs. objective pronouns (yellow).  Student recognizes and understands pronouns take the place of nouns.  The student understands subject pronouns take the place of the noun that is subject of the sentence.  Student understands the subject is who or what the sentence is about.  The student determines if the pronoun is acting as a subject or object.  Then the student highlights subject pronouns (green) and highlights object pronouns (yellow).  The student classifies highlighted sentences as an example of a subject or object pronoun.  For example:

4. The student creates a T-chart to distinguish between possessive pronouns vs. commonly confused contractions (ie. They’re - Their, It’s - its, you’re - your).  Student understands possessive pronouns show ownership or possession of something.  Student identifies possessive pronouns: my, mine, your, yours, her, hers, his, its, our, ours, your, yours, their, and theirs.  Student correctly places possessive pronouns and contractions in a T-chart: For example:

The student understands these possessive pronouns and contractions are homophones (words that sound alike, but have two different meanings), the student also correctly uses the context of a sentence to determine the correct pronoun usage.

• The children put their toys in the toy box (Their shows the children own the toys.)
• They’re saving money for a new computer game.  (They’re is a contraction for they are.)

5. Given sentences with some pronoun errors, student analyzes sentences for correct subject pronoun usage.  Then, student corrects errors to ensure proper case usage for subject and object pronouns.  For example:

• Mrs. Valdez gave the paper to he him.  (The student understands the subject is Mrs. Valdez because she does the action.  The student understands a direct object (paper) receives the action of the verb. The student understands the correct pronoun (him) serves to replace the indirect object (unnamed male referred to as him) because him tells to whom or for whom the action of the verb is done). 
• He and Caroline and watch T.V. (correct) (The student understands the subject is He and Caroline and because they both do the action of watching T.V.)

6. Given an informative topic, student produces correct sentences using possessive pronouns in the proper case.  For example, the student correctly uses possessive pronouns and contractions to write a paragraph about an animal’s habitat:

Black bears live in forested areas of North America. Their habitat has been restricted to areas less populated by humans.  The black bears’ diet includes nuts, berries, insects, and salmon. They’re also known to eat small mammals.  It’s interesting to note, black bears occasionally kill young deer or moose calves. Its ability to adapt makes the black bear a fascinating animal for scientists to study.