Pronoun Lyrics Lesson Plan Direct Instruction Lesson Plan ...

5 th Grade Language Arts – Pronoun Lyrics Lesson Plan
Direct Instruction Lesson Plan
READINESS
I. Goal(s)/Objective(s)/Standard(s)
a. Goal:
i. Student will be able to recognize, identify, and label different pronouns
from a variety of formats.
b. Objective:
i. Student will identify and demonstrate an understanding of how
pronouns are used in song lyrics.
ii. Student will be able to differentiate which pronoun is appropriate for
specific items.
c. Standard:
i. Language Arts: 5.6.4
1. Identify and correctly use modifiers (words or phrases that
describe, limit, or qualify another word) and pronouns (he/his,
she/her, they/their, it/its).
d. Materials:
i. Lyrics from the following songs:
1. Juke Box Hero: Foreigner
2. Cold as Ice: Foreigner
3. Livin’ on a Prayer: Bon Jovi
ii. Highlighters and Whiteboard
II. Anticipatory Set
a. Maximus Prime, this is the next phase to our journey. You were responsible for
completing a pre-test with the theme of Transformers. You were successful in
completing, and it is now my turn to help you achieve the highest marks
possible for the next time you take it. I want you to be successful. I want you to
leave this classroom with a big smile on your face knowing something new or a
concept refreshed in your mind.
b. Do you remember how we discussed that you enjoy classic rock? Well, it just so
happens we are going to be learning about pronouns with some of your favorite
bands Foreigner and Bon Jovi! Are you ready to commence to phase two of your
learning? (Waiting for student’s excitement)
III. Purpose:
a. Here’s an example of not using pronouns. “Max is going to Max’s friends house
to play with Max’s friends and Max’s mom will want Max home really soon.”
Do you see how many times I said your name in that sentence? It’s repetitive
and can really start to be annoying if pronouns aren’t used!
b. And Maximus, I know you have a general knowledge of how pronouns work,
but it’s important we make sure that we also realize what pronouns go with
what subject. I wouldn’t want you to call me a “her” instead of a “he.” Learning
all sorts of different pronouns can really help with your speaking and writing
assignments. That’s why we’re doing this, because I know you are a brilliant
student that simply needs the chance to prove himself in these lessons!
INSTRUCTION
IV. Lesson Presentation (Input/output)
a. (Bring out the whiteboard) Max, let’s begin working on some pronouns
together. (Write his name on the board). Can you list on this whiteboard some
ways we can refer to your name without saying your name? (He, my, him, his, I,
me). Those are definitely some good pronouns to use in replace of your name!

Like I mentioned before, sometimes it’s easier and less burdensome to say the
same name, place, or thing over and over again. (Erase whiteboard and put
“rock”) How about this one? (It) Yes! Sometimes there aren’t many pronouns to
be replace a certain word, but this pronoun will help!
b. (Continue through this activity until student feels competent. Give student a
pronoun sheet to see all 23 pronouns).
V. Guided Practice
a. (Begin getting out lyrics for student to work on) Max, you seem to really see the
importance of using pronouns. Now that you’ve used them, I feel like it is
necessary for us to begin looking for them in different forms of writing. Today,
since it is one of your favorites, we are going to look through some lyrics from
Foreigner. The idea is for you to read each stanza, find the pronouns, and figure
out what noun they are replacing. We will work on the first one together as a
team, both looking for pronouns. I will then ask you to work on the next set of
lyrics by yourself and answering the questions I have about the pronouns. Do
you have any questions?
VI. Closure:
a. Max, you really pinpointed each pronoun and were able to tell me the noun
they were representing! You were also able to tell me a little bit of information
about the text we were reading. Thank you for being so engaged and eager to
learn through this activity.
b. (Whiteboard write: A pronoun replaces a ______ ) Max, what does a pronoun
replace? (Wait time) Right, it replaces the noun! Excellent! Well, looking back
from the beginning, I can really see some improvement! Thank you for being
such a hard worker!
VII. Independent Practice/Extending the Learning
a. Max, I made one more assignment for you to do after you leave Mrs. McKenzie’s
classroom. Since you are only here for 25 minutes each day, I wanted to give
you a little homework assignment. I want to give you my favorite song, Juke Box
Hero by Foreigner. I want you to listen to it when you get home, but I also want
you to find all the pronouns in these lyrics. Could you bring it back to school
tomorrow? I want to make sure you are remembering as much as possible how
what pronouns are and what they represent. Great job today!
VIII.
Adaptation:
a. Instead of worksheets with pronoun questions, I adapted the worksheets to be
lyrics from his favorite artists.
IX. Technology Inclusion:
a. Option: He has the ability to listen to the song he is working on with his
pronouns. He will listen to the song on my laptop while he is working on his
assignment.
X. Formative:
a. Answering my oral questions with the correct answers.
b. Observing him while he is working on the activity.
XI. Summative:
a. Post-test at the end of this unit

EVALUATION
Self-Answer Questions
1. How did student achieve the objective? If he didn’t, why not?
a. Student felt really competent in the pronouns after we reviewed them on the
whiteboard. Giving him the pronoun worksheet filled with pronouns, it helped
Max see how many there are. He also felt more confident before the lyrics
activity when he saw how his name and other things have specific pronoun
usages.
2. What were my strengths and weaknesses?
a. Strengths:
i. I catered to his interests. This in turn helped him stay more engaged and
active throughout the entire lesson.
ii. After reviewing through pronouns and how they connect to specific
places and people, he was able to correctly identify the words in the
lyrics with ease.
iii. I was able to give him an authentic experience while meeting his basic
needs in language arts
b. Weaknesses:
i. I could have had a worksheet for him to write all the pronouns on the
paper so he could have a visual of the words he was highlighting.
3. How should I alter this lesson?
a. Since it is a lesson specifically for him, I would have to alter it next time with
another student. This is an integration of the musical intelligence, so I could
meet other students with this intelligence. However, it may need to be tweaked
for specific students.
4. How would I pace it differently?
a. I could introduce the one of the three lyric worksheets first and see his present
level of performance. Then I could gear my teaching to the exact weaknesses he
needs the most help with.
5. Was student actively participating? If not, why not?
a. Student was very active. He was able to see a fun lesson plan with his interests
incorporated into language arts, thus making this a real-life activity. This kept
him captivated all throughout the lesson.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
i. Knowledge Level:
1. Taught him the specific concepts of pronouns.
ii. Comprehension Level
1. This was applying his new knowledge onto the worksheet.
b. Gardner’s Multiple Intelligences
i. Verbal Linguistic Intelligence
ii. Auditory/Visual Intelligence
iii. Musical Intelligence
iv. Bodily Kinesthetic