Teacher: Libby Wood
Grade: 6th
Unit: English Language Learning through
Picture Books
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Those Shoes: Group 5
Objective
Student will be able to…
Students will recognize the pronouns I, we, and it, match
them to the appropriate antecedent in the text, and
understand the relationship between them in the story.
Students will demonstrate recognition of simple subject
pronouns I and we in the context of the story, and understand
How will students demonstrate that they have
how it is the object pronoun Jeremy is wrestling with doing.
mastered today’s objective?
They demonstrate an understanding not only that it is the act
of giving Antonio the shoes, but its importance.
Assessment/Outcome
Materials Needed
What materials are necessary for this lesson?
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Pages 21 and 22 of Those Shoes by Maribeth Boelts
Subjects/Objects Game description and cue cards
I, we, he, she, you and they cards
me, us, him, her, you, them, and it cards
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The words yo, vos, Ud. y Uds. are the Castellano words for I,
you, him/her and they in English. In both languages, they are
hard to use correctly. They are called pronouns, actually
they are subject pronouns. The reason we use pronouns is
because we wouldn’t ALWAYS want to say a person’s name if
we were telling a story about him. George went to school.
George was a good student. George knew fun games too.
Instead we might say, George went to school and he was a
good student. He knew fun games too.
Supporting Questions
Why do you think we use pronouns when we speak or write?
Opening
How will you grab students’ attention and
introduce today’s objective?
(5 minutes)
What questions will you ask to activate
students’ prior knowledge and connect the
lesson to previous learning opportunities?
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Introduction
(10 minutes)
What is your key teaching point?
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What instructional strategies will you use to
lay the foundation for today’s lesson?
There are two kinds of pronouns — one kind is the subject
pronoun, the person or thing doing the action, and the
other is the object pronoun, the person or thing receiving
the action. We’ll play a little game afterwards to see how
these work.
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Our job today is to look at a couple of pages from the text
where the author uses pronouns. We want to make sure we
know who the author is talking about and what they are
doing. Let’s read these pages again and figure it out.
(Read aloud and discuss using questions below.)
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What questions will you ask to aid students in Who is we? (Jeremy and Antonio are shooting, leaping, and
racing; they are the subjects)
this stage of the lesson?
!How will these questions aid students?
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Active Engagement (10 minutes)
How will students practice the teaching point
with teacher support?
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Who is I? (Jeremy; he is telling the story and is the
subject)
If the author didn’t want to use Antonio’s name, what
pronoun would she use? (he, because he is a boy who is a
subject)
What is it? Why is Jeremy thinking so hard about it? (it is
the act of giving the shoes to Antonio and is the object)
In order to better understand which pronoun is doing the
action and which is receiving the action, let’s play a little
game of Subjects/Objects. It’s simple. All of you have
names, right? But we don’t use your names all of the time.
Sometimes you are he or him, or she or her, or they! You
can be you, you can be we, or you can be us!
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I’ll choose a few of you at a time to act out tiny pronoun
plays. While people are acting, the rest of you are
watching closely to see if they have their subjects and
objects right. We’ll have to play quietly so we can
concentrate because pronouns are tricky in any language!
(Use the description sheet and pronoun cards to act out a
few scenarios replacing proper nouns with pronouns.)
What questions will you ask to aid students in (Choose girls and boys to replace their names with she and
he, and with her and him.) Susana is tall… She is tall. (ex.)
this stage of the lesson?
How will these questions aid students?
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These examples will give students the idea that they are
going to play the role of subject/object and their names
will be replaced with pronouns.
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CLOSING/SHARE (5 minutes)
How will you review your teaching point to
reinforce learning?
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How will you assess student progress toward
mastering the objective of this lesson?
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So, authors use pronouns to refer to the people and things
they have named before in order to not be boring. These
little words are confusing because we sometimes lose track of
who or what they refer to… So we have to be careful
listeners, readers, and writers when we learn to use
pronouns.