1. Nouns and Pronouns L5.1 Lesson 11
Fifth Grade

2. When Do I Teach What?
There are two main ways to incorporate the mini-lessons:
Teach the 30 lessons (PowerPoints) in sequence.
Use the formative assessments at the beginning, middle, and end of the year. These are included. The first one may used to identify who needs help with specific skills. The second one may be used to progress monitor, and the third one may be used to evaluate student progress at the end of year.
There will be a resource packet available which includes the three formative assessments.

3. Nouns and Pronouns-Upcoming Lessons
Lesson 7 – Nouns and Possessive Nouns
Lesson 8- Subject and Object Pronouns
Lesson 9-Possessive Pronouns
Lesson 10-Noun-Pronoun Agreement
Lesson 11-Review
Each PowerPoint has an introduction to the skill, guided practice, and independent practice that may be completed at home.
*Please read the “notes” section of the PowerPoint slides for additional teaching information. 
Each individual lesson will have a separate PowerPoint. This slide is included to give you an overview of the unit.

4. Lesson 11
Review

5. Day 1 – Introduction We have learned how to:
Recognize and use singular, plural, and possessive nouns
Recognize and use subject, object, and possessive pronouns
Choose a pronoun that agrees with its antecedent, or the noun it is replacing or referring back to

6. Day 1 – Review
A noun is a word that names a person, place, an animal, a thing, or an idea. A noun can be singular or plural.
Add –s to form the plural of most nouns: nickel__, dime___
Add –es to nouns that end with s,ss,x,sh,ch: dress____, box____, wish____, lunch____
Change the y to an i and add –es to a noun that ends with a consonant + y: penny_____, spy_____
Replace the f or fe with –ves for nouns that end with f or fe: scarf____, wife____
Change the spelling to form the plural of some irregular nouns: child____, tooth____
Keep the same spelling for some irregular nouns: sheep, deer
Read the definitions of a noun aloud and guide the student to distinguish between singular and plural noun. Have volunteers point to a item in the classroom such as a pencil, and then supply the singular and plural forms, for example: one pencil, two pencils.
Invite volunteers to read aloud the six possible ways to form plural nouns. For all but the last, have them say and spell the plural form of the words. Write their responses on the lines, pointing to the changes in spellings. Then invite volunteers to read aloud the words whose singular and plural forms are the same. Ask them to think of other nouns whose plural forms do not change, for example: fish, bison jeans, and scissors.

7. Day 1-Review A possessive noun shows ownership.
Add ‘s to make a singular noun possessive:
a baby’s toy
Add an apostrophe after the s for the plurals that end with s: the babies’ bottles
Add ‘s for the plurals that do not end with s: the children’s notebooks
Read the definition of a possessive noun aloud. Have volunteers say and spell the singular possessive form of the noun and the plural possessive form.
Discuss whether the apostrophe comes before or after the s.
Have the students work in pairs, with each student naming a favorite possession. Then have them work together to write a phrase for each object, using a possessive noun to show ownership, for example: Kati’s football, or Ari’s dinosaur bone. Repeat the process, providing a plural noun so that the students in each pair may form a plural possessive noun, for example: the girls’ bikes or the children’s teddy bears

8. Day 2 – Review
A subject pronoun replaces a noun that is the subject of a sentence. It tells whom or what the sentence is about. Lil and Drew wash cars to earn money. Lil gets a new bike. An object pronoun replaces a noun that receives the action of the verb. It can also follow a word such as with, to, at, for, below, or from. Lil rides the bike everywhere. Lil waves to Drew. A possessive pronoun shows ownership. Lil is proud of Lil’s new bike. Drew tells Lil, “Your new bike is faster than my bike.”
Remind the students that a pronoun takes the place of a noun. Read aloud the definition of a subject pronoun and the sample sentence below it. Ask:
Q- What is the subject of the first sentence? (Lil and Drew) What pronoun can we use to replace it? (They)
Q- What is the subject of the second sentence? (Lil) What pronoun can we use to replace the subject? (She)
If necessary, point out that Lil and Drew is a compound subject, so we use the subject pronoun they that stands for “more than one.” Lil represents “one female”, so we use the pronoun she. Ask the students why it is important to use subject pronouns correctly. (They make the writing clearer and less repetitive.)
Read aloud the definition of an object pronoun and the sample sentences that follow. Guide the students to identify the objects in the sample sentences. (the bike, Drew) Have one or two volunteers choose the object pronoun that best replaces each noun. (it, him)
*Point out that in the second sentence, the object pronoun him follows the preposition to.
If necessary, review how the subject pronouns I, you, he, and it and the object pronouns me, you, her, us, and them are used, for example: I is used when talking about yourself as a subject while me is used as an object or after a preposition.
Invite a volunteer to read aloud the definition of a possessive pronoun. Remind the students that some possessive pronouns, such as my, your, her, and our, come before a noun. Read the sample sentence aloud and ask:
Q- Which possessive pronoun would we use to replace Lil’s? (her)
Point out that the possessive pronoun your in the next sentence also comes before a noun. Then remind students that some possessive pronouns, such as mine, yours, and ours stand alone.
Ask:
Q- Which possessive pronoun would we use to replace my bike? (mine) Why? (Mine is used to refer to something that belongs to the speaker.)

9. Day 2 Review
The noun that a pronoun replaces or refers back to is called the antecedent. A pronoun and its antecedent must agree, or match, in number. Singular pronouns replace singular nouns. Plural pronouns replace plural nouns.
Cal has two parrots. The boy loves to teach words to the parrots.
A pronoun and its antecedent must also agree in gender.
Cal teaches the parrots one new sentence a week. Today Cal taught the birds to say, “That’s yucky!”
Invite a volunteer to read aloud the first explanation of noun-pronoun agreement. Read the sample sentences aloud and ask:
Q- Which pronoun could you use to replace parrots? (them) Why? ( Parrots is a plural noun, so we use a plural pronoun.) Is them a subject, object, or possessive pronoun? (object pronoun)
Have a volunteer read the second explanation aloud and ask:
Q-Which pronoun could you use to replace Cal? (he) Why? (He is used to refer to one male.) Is he a subject, object, or possessive pronoun? (subject pronoun)
As needed, review that gender indicates whether a word refers to a male or female.

10. Day 2 – Homework

11. Day 2 – Homework

12. Day 3 – Invitation to Notice
Insert examples of student writing that you have gathered during your conferences this week.
The next two slides incorporate Jeff Anderson’s Invitation to Notice/Imitate. During conferences from previous weeks, gather examples of student writing using the varying types of nouns and pronouns we have covered. Insert them into this slide.
Ask students to closely examine the mentor sentences. What do you notice? What else? Again and again, listening to their responses, going where they go, making sure you hit on the craft and at least one key point about the patterns in the sentences.
The invitation to notice is a self-leveling activity in which kids notice what they notice, with slight nudges from time to time.

13. Day 3 – Invitation to Imitate
Choose a sentence from the invitation to notice slide to have students imitate.
Imitation allows kids to try an author’s style and see how they fit within their own style.
If children do not know how to imitate, chunk model and unlock sentence patterns with them.
--Deconstruct the sentence for its prominent features.
--Show an imitation of your own (model) or a student’s (model) and connect back to the prominent features.
--Show students how to insert their ideas and experiences and still imitate the structure or pattern.
When students are invited to imitate sentences of effective writers, they learn a lot. The time we spend noticing what is strong about the model sentence pays off when kids imitate the punctuation and the writer’s craft contained in the sentence.

14. Day 4 – Writing
Write a passage about a wild animal such as a lion, tiger, or an elephant. Use at least one subject pronoun, two object pronouns, and two possessive pronouns. Make sure each pronoun agrees with its antecedent.