Integrated Task
L 1.1g
For this integrated task refer to the writing calendar in the Unit of Study (week 1,
Friday Lesson). This activity can be used for pronouns (L.1.1d) or Conjunctions
(L.1.1g). Here you will find the modifications needed to use it with both standards.
Informative Writing: All-About (6) Using Pronouns and Frequently Occurring
Conjunctions
 Minilesson Teaching Point: Using pronouns and conjunctions correctly.
Standard(s):
 L.1.1.d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my;
they, them, their; anyone, everything).
 L.1.1.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because)
Materials:
• Chart paper and markers
• A sample paragraph you have written that includes pronouns, possessive
pronouns and conjunctions and one that has pronouns without the nouns first and
conjunctions.
• Optional: Pronoun Chart (see sample following this lesson)
• Optional: Preread a book about pronouns such as Mine, All Mine: A Book About
Pronouns by Ruth Heller or I and You and Don’t Forget Who: What Is A Pronoun? By
Brian Cleary. Watch this video called conjunction junction by SchoolHouse Rock
https://youtu.be/4AyjKgz9tKg
Connection:
“Writers, in reading some of your pieces I am becoming confused because writers
are starting sentences with pronouns. I wonder who or what the writer is talking
about!” and “Writers, in reading some of your pieces I see you are using the word
and many times, but you could change it for other conjunctions”.
Teach (modeling):
“Writers, have you noticed that when you’re writing or speaking you don’t always
have to call things by their ‘proper names’? We can use words like ‘he’, ‘she’, ‘it’ to
name what we’re talking about after we have named the noun. These words are
called pronouns.” “Pronouns can be very useful so we don’t have to repeat the same
words over and over. We have to be careful how we use pronouns or our writing
could become confusing to the reader. It’s important to use a pronoun only after
we’ve already named the noun.” “Let’s look at this example (you may use Example
#1 about field trips which follows this lesson) and see how many pronouns we can
find. We will also try to find the noun that each pronoun is replacing.
Read the sample. Circle or highlight the pronouns as you find them. Make a list of the
pronouns you found or refer to a pronoun chart to discuss the variety of pronouns.
Talk about how a pronoun can be possessive and take the place of noun apostrophe
‘s’ (instead of “Mark’s” use “his”).
Integrated Task
L 1.1g
“Writers, have you noticed that when you’re writing or speaking you need to
connect words with each other and to do so, you use words like and, but, or, so, and
because. When we are connecting words to each other we have to make sure they
are really necessary and also we have to make sure we are using the correct
conjunctions.”
Look at a writing example and ask the students to find the conjunctions. Do they
make the writing better and are they necessary or can they be replaced by a
different conjunction? Make a list of conjunctions and ask students to build
sentences using those conjunctions.
ELD: sketch visuals next to each pronoun on list. Refer back to list when reading the
sample paragraph in the next section of lesson. Create an anchor chart with
examples of how to use each conjunction correctly.
Active Engagement (guided practice):
Share another sample paragraph such as Sample #2 on the next page or other
appropriate one. “Now help me identify the pronouns and conjunctions in my
writing.” (Highlight or circle as students identify the pronouns.) “Can you tell who I
am writing about in this piece?” Take student responses and then think aloud i.e.
“Here I used ‘they’ and you don’t know I mean my brothers, although you might be
able to guess from the heading.” (Cross out the pronoun and replace with noun.)
“Now I used ‘she’ so it can’t be my brothers. I actually meant ‘Mom.’” (Replace ‘she’
with ‘Mom’). “The next pronoun is also ‘she’ but now we know ’she’ refers to Mom
so I don’t need to change this one.” See if students can find the next pronoun (them)
and tell who it refers to. Continue through the piece having students find pronouns
and tell you what they refer to. Have them point out where the noun is located in the
piece.
Complete a different example looking for conjunctions within the writing. Ask
students if the conjunction fits well and if it connects the two words correctly. i.e. “In
the sentence ‘I want to eat waffles and pancakes’ I actually meant to say: ‘waffles or
pancakes’ lets cross out ‘and’ and replace it with or” etc.
Bridge to Independent Practice:
“Writers, as you are writing today, see if you can find a good place to use a
pronoun and a conjunction from our list. When you do use a pronoun and a
conjunction, write your name on a sticky note and put it next to the pronoun or
conjunction you used on either list.
Conferring:
Notice how students are using both pronouns and conjunctions. Pull a small
group if appropriate for additional instruction. (See Note below.)
Closure:
Integrated Task
L 1.1g
Students who used a pronoun in their writing and put their name on a sticky note
share their sentence with the class.
NOTE: In addition to personal pronouns, there are other pronouns that students will
use in their writing. At this time there is no need to overwhelm them with the extra
information about pronouns. If you have advanced writers who are ready for the
information, teach it individually or small group. Also, you may find that when
students are trying to decide if they have created a complete sentence, they may
have used a pronoun for the subject and have difficulty identifying it as the subject.
Additional pronouns students may use include:
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demonstrative pronouns: this, that, these, those
interrogative pronouns ( to ask questions): who, whom, which, what and
whoever, whomever, whichever, whatever
relative pronouns (to link phrases or clauses):. The relative pronouns are
who, whom, that, which, whoever, whomever, whichever
indefinite pronouns (convey the idea of all, any, none, or some): all, another,
any, anybody, anyone, anything, each, everybody, everyone, everything, few,
many, nobody, none, one, several, some, somebody, someone
reflexive pronouns: myself, yourself, herself, himself, itself, ourselves,
yourselves, themselves.
A conjunction joins words, phrases, or sentences together. Students should use
frequently occurring conjunctions correctly when writing or speaking.
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Coordinating conjunctions connect two or more words, phrases, or sentences
that are equal to each other (e.g., for, and, nor, but, or, yet, so).
Subordinating conjunctions join two or more words, phrases, or sentences that
are unequal to each other (e.g., because, before, once, when).
Grade 1 Writing Informative: All-About AA-15 REVISED 2014
PORTLAND PUBLIC SCHOOLS