Flipped Grammar Lesson

Flipped Lesson: Pronouns

*Lesson plan based on a 50-minute class period
Grade Level: 6th
Purpose/rationale: The purpose of this lesson is to combine the study of grammar into the
students writing practice (mostly in the next lesson) and reading practice. Students are reading
Mockingbird by Kathryn Erskine right now and will be looking at her writing to help determine
where/how to use pronouns. Students have been introduced to grammar and why we study it,
they have learned about nouns and verbs so far through Khan Academy flipped lessons, and have
successfully applied their knowledge to their writing. Flipped lessons are based off the idea that
students can learn a lesson via online video at home at their own pace, then in class, the teacher
is able to be more student centered and create a lesson based on less lecturing and more
teacher/student interaction. This lesson will be the first lesson in a series of lessons for pronouns.
Before this lesson, students will have watched and completed the Khan Academy flip lesson,
What is a pronoun, Personal pronouns, and will complete the activity, Meet the personal
pronoun (See Attachments) as homework. This video and activity will have prepared the
students in terms of their knowledge about pronouns so that they will be able to know what a
pronoun is, identify pronouns in speech and writing, and produce their own pronouns
successfully which is a learning standard for English/Language Arts in 6th grade.
Florida Standards:

LAFS.6.L.1.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.
a. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
LAFS.6.W.4.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Objectives:
Students Will Be Able To:
Identify pronouns within texts
Categorize personal pronouns
Use correct personal pronouns in writing
Materials:

iPad cart
Computer
White board
Markers
Roll of large paper
Tape
Writing notebooks
Sticky notes

Anticipatory set:
Before the students come into class, the teacher will have a large roll of paper that is cut into
about a 3 by 8 section. When students come in, they will all receive a sticky note and there will
be a question on the board that asks, What is a pronoun and why do we use it? Give one
example. (If you did not watch the flip lesson, write only your name on the sticky note). The
students will write their answers on the note card (or their names) and the teacher will collect
them individually.
The teacher will go through the sticky notes and quickly read through the answers and write the
pronouns they named up on the board. Teacher remarks that these pronouns cant describe
everything so they need to be placed into categories
On the other wall, on the large piece of paper, the teacher draws a graph (like the one on the
Khan Academy Personal Pronouns video but not filled in yet) and ask everyone to get out their
writers notebooks and start to copy the graph into their notebooks. While the students are
copying the start of the graph, the teacher takes the students who sent up their names on the
sticky note and gives them iPads to watch the videos and complete the activity.
On the graph, the y axis contains two categories: singular and plural, and the x axis contains
three categories: me, you, and people or things that are neither me or you. The teacher briefly
explains the graph and the categories (refreshing students memory of the video) and asks them
to fill in the categories with her (the pronouns in each category) and also complete the graph in
their writers notebook.
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

5 minutes

Filling out sticky note,

Monitoring student progress,

Listening to the teacher

Collecting sticky notes,

Reading sticky notes,
Writing pronouns on the

board,
Giving further directions
15 minutes

Listening to directions,
Creating chart in writers
notebook,
Raising hands for pronoun
ideas from video,
Filling out the chart in
notebook along with teacher

Giving directions about filling

out the notebook,
Create outline of the pronouns
chart on the paper,
Having students who havent
seen the videos watch them in
the back of the room,
Gradually fill in the pronouns
chart on the paper with the
students help,
Explain (if needed) why they
are in those categories.

10 minutes

Create sentences for each

pronoun category underneath
the chart individually,
Share sentences with the class.
Speculate on why particular
pronouns are used where they
are.

Give directions to create one

sentence per box or category
of pronouns underneath the
box,
Monitor for completion and
help students if they need,
Have students share their
sentences and have the class
speculate on why that pronoun
is used there.
Have students get into groups
of 3 (predetermined).

15 minutes

On the back of the page they

just created their pronoun
chart on, they will create the
same chart layout without
filling in the pronouns in the
inside boxes.
In their groups, students will
look through Mockingbird to
find 6 sentences that showcase
each category of pronouns and

Teacher will give directions

for how to draw the chart on
the back of the page they just
worked on, to take out
Mockingbird, and use the
examples from the novel to fill
in the boxes for model
sentences.
Students who have just
finished watching the flip

will write the sentences into

the boxes.

lesson will be in a group with

the teacher and multi-task by
writing down the chart in their
notebook quickly and finding
examples of the pronouns in
the novel with the teachers
help to catch them up.
Teacher will monitor students
progress and help if necessary.

5 minutes

Students will briefly share

their findings with the class
and turn in their journals,
Listen to the teacher,
Write down homework

Teacher wraps up class by

giving examples of how
important pronouns are for
making ourselves clear when
we speak or write,
Puts up the pronoun meme
(see attachments) and explains
why you dont want to speak
like cookie monster.

Summary/Closure:
Students will end class by sharing at least one sentence from one category (there should be about
6 groups, so each group will share one sentence from one category of the six) and the teacher
will correct when necessary or clarify when necessary.
Students will turn in their notebooks by passing them to the front while teacher explains the
significance of pronouns and why theyre important in being able to communicate well. (Puts up
meme on the board)
Teacher explains homework for next class.
Assessment:

Formal assessment: Writers notebook for a grade based on how many sentences were
examples in the correct category of pronouns (?/6)
Informal assessment: Student understanding will be monitored by how well students are
participating in the chart activity and in how well they are finding example sentences.

Homework/follow-up assignment:
For homework: Watch Possessive Pronouns and complete the Possessive pronoun and
adjective activity on KhanAcademy.org.
Accommodations/adaptations:

Herbert Millner- ADHD: May take home the Mockingbird assignment if he doesnt finish in
time. Allowed one water break during class when getting distracted. Preferential seating at the
front of the classroom.
Paten Vander- Speech impairment: Student will not be asked to read out loud or speak in front of
the class. If they do want to speak, they will be given extra time to say what they wish to say.
Lya Gross- Mild dyslexia: Have Mockingbird on the Kindle app on the iPad so that Lya may
increase the font, making it easier to read. Have Lya take a picture of the graph just in case and
copy down what she can.
Oliver Fore- Mild autism: May work alone instead of in a group. Has preferential seating closest
to the instruction that is going on and the teacher.
Attachments/Appendices:
https://www.khanacademy.org/humanities/grammar/partsofspeech/the-pronoun/v/what-is-apronoun-the-parts-of-speech-grammar

Plan B:
If a student has not watched the lesson for homework for some reason, they will be put in the
back of the class and given headphones to watch the lesson on their own and complete the
activity for mastery before rejoining the class. This will be done on iPads that are charged
previous to the class to ensure that there is power. If the wifi isnt working, the teacher will set up
the chart activity and quickly teach the other students a mini lesson on pronouns manually.