Students’ Learning Outcomes
· Illustrate use of pronouns learnt earlier. Show possession by using the pronouns my, your, his, our, their, and its.
Information for Teachers
· A pronoun (I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose, someone, everybody, etc.) is a word that takes the place of a noun.
· Possessive adjectives are used to show who owns or “possesses” something.
· The possessive adjectives are: my, your, his, her, its, our, their.
· A pronoun is a word that replaces a noun. As possessive adjectives replace nouns, they are classified as pronouns. For this reason, they are also called possessive pronouns. The term possessive pronoun covers all the pronouns that demonstrate ownership.
· They are used to show that something belongs to someone.
(Examples: That is my painting. That is your worksheet. Those are our kites. Asim gave his bat to Saad).
· Possessive adjectives are different from possessive pronouns as are not used in place of nouns. The words ‘my’, ‘your’, ‘his’, ‘her’, ‘our’, and ‘their’ simply show possession and are used with nouns.
(Examples: My doll, his/her book, your friend).
· To avoid confusion, don’t use the term ‘possessive adjective’ while teaching the students. Tell them these are pronouns that are used with nouns (people, places, and things, animals) to show who owns them or is related to them.
· The students have learnt the use of these possessive adjectives in class 2 and 3. Revise the concept and provide practice to clear the concept further.
Material / Resources
Worm up activity
· Start the lesson by reviewing the pronouns learnt earlier. Ask the students questions:
What are pronouns?
Are pronouns used in place of nouns or verbs?
What are some examples of pronouns?
· Write a paragraph on the board.
· Tell the students that there are nouns in the sentences which are repeated.
· Ask one student to read the story aloud so that the students hear the repetitive nouns.
· Call the students to the board to replace the repeating nouns with the pronouns given in the box. If a student makes mistake, ask another one till you get the correct answer. Don’t punish the student for giving wrong answer.
· Hold a pencil in your hand. Say: This is my pencil.
· Write ‘my’ on the board.
· Repeat this with the students asking them to hold their pencil and say the same sentence.
· Now point out towards a student holding a pencil and say: That is your pencil. Write the pronouns ‘your’ on the board.
· Now hold up your pencil and ask the students: “whose pencil is this?”
(Expected response: This is your pencil)
· Show the broken tip of the pencil to students and say: ‘look, its tip is broken’, write this sentence on the board.
· Ask the students to identify the pronoun in the sentence. Clap for the student who gives the correct answer.
· Add the word ‘it’s’ to the list of pronouns you are writing on the board.
· Tell them that these words are called possessive pronouns.
· Ask them: Why do we use possessive pronouns?
· Tell the students that the pronouns written on the board are used to show possession.
· Ask the students to write this definition and list of possessive pronouns in their notebooks.
· Similarly repeat the activity for other pronouns such as his/her, our, their.
(Examples: point to a girl/boy and say. This is his/her pencil. Point towards yourself and the students and say this is our class. Point towards some students at the back of the class and say this is their pencil.
· Tell the class that now they will do practice of using possessive pronouns.
· Write the sentences on the board.
· Give clear instruction to the students and ask them to do the sentences.
· Provide help to the students where necessary.
· If the students finish their task before time, ask them to use the possessive pronouns in sentences.
Sum up / Conclusion
· Give the students a quick recap by asking the definition and examples of pronouns used to show possessions.
· Remind the students that the pronouns ‘my’, ‘your’, ‘his’, ‘her’, ‘their’, ‘our’, are always used with nouns. They don’t replace nouns but are used with them (e.g. your pen, my uncle, his/her dress).
· Check the students’ ability to recall the pronouns learnt earlier in the worm up activity by asking them about pronouns.
· Assess the students’ ability to use personal pronouns through their performance in the activity.
· Assess the students’ ability to use possessive pronouns through their performance in the activity 2
· Assess the students’ understanding of pronouns by giving them a short test after all the pronoun lessons are taught.
· Give the students the following paragraph with missing pronouns. Ask them to read the passage carefully and provide correct pronouns.
(Hassan and I got —- shirts mixed up. —- Shirt was blue. ==== shirt was blue too. Then Hassan asked —— mother for help. She looked in ——-bag for a receipt from the shop. The receipt from the shop the receipt had the name of the company from which Hassan got his shirt. Finally Hassan and I got —–shirts back