Micro Teach Learning Plan #1

Title: Grammar Gorilla

Name: Emily Frazier
Subject/Grade: Language Arts/ 6th
Type of Instruction: Inquiry Learning

Date Taught: February 25, 2014

Lesson Plan
Objective: Given seven sentences on a worksheet and an indefinite pronoun bank, the student will identify the indefinite pronouns, in
the sentences, getting six out of the seven correct.
TEKS: LA 6.19.A.vi
(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic
language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are
expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(vi) indefinite pronouns (e.g., all, both, nothing, anything)

Background Information:
TSW understand the function of a pronoun in the context of reading, writing, and speaking.
Materials:

Poster board with indefinite pronoun chart on it

Poster board with sentence examples
Worksheets
Picture of Grammar Gorilla
Poster board with engagement question and answer.
4 pictures for extension

Equipment:
Classroom Management/Environment:
Students will be at desks. They will call out answers.
Engagement/Focus:
1. Howdy!
2. Where do 800 lb. gorillas sit? I dont want you to answer out loud. Just think about that and remember your answer.
3. In the past you learned about pronouns
What is a pronoun? [ A word that takes the place of a noun ]
Who can replace the noun in this sentence to a pronoun? [1st sentence: My shirt is blue. Sentence with pronoun: It is
blue.]
Can someone give another example of a pronoun using a different sentence? [1st sentence: Emily went to the store.
Sentence with pronoun: She went to the store.]
4. Today we are going to learn about indefinite pronouns. By the end of the lesson, you will be able to both identify and place the
correct indefinite pronouns in a sentence.
5. If you know the answers, go ahead and say it. You do not need to wait to be called upon.
Explanation/Procedures:
1. Start off saying Indefinite pronouns replace nouns but do not refer to one specific person or group. They are often very vague and
NOT definite aka INDEFINITE on which noun they replace.

2. For example Anyone can do that. Well who is anyone? It can literally be anyone. Its not a specific person; therefore the pronoun
we are going to use instead of any person is going to be anyone.
3. Here to help us practice indefinite pronouns is my friend the Grammar Gorilla or GG. GG wants to know Where do 800 lb.
gorillas sit? [Motion towards poster with question on it.] Where do you think they sit? [Flip poster up to reveal answer: Anywhere
they want to.] Where is anywhere? The word anywhere is very vague. Do you think anywhere is an indefinite pronoun? [yes]
4. Ok now we will do a couple of examples with GGs help of course!

Here is a list of common indefinite pronouns to help us identify the indefinite pronouns. Remember that these arent all of the
possible indefinite pronouns, just the ones that are most common.

5. Where is the indefinite pronoun? (Show sentence already written on poster board)

All are welcome to play with gorillas. [All]

Some will do anything to see a gorilla. [Some]
Both were playful today. [Both]
Many like to see the gorilla exhibit. [Many]
Very few came to visit the ferocious gorilla in the zoo, leaving the zookeepers to wonder if anyone cared about the gorilla at
all. [few, anyone]

6. Great work! Now I am going to pass out a worksheet for you to complete on your own and turn in at the end of class.
7. On the worksheet, you will read each sentence and circle the indefinite pronouns. We will do the first one together.
1. The police found the runaway gorilla somewhere in the city.
Which one is the indefinite pronoun? [somewhere]
Correct! To show that somewhere is the indefinite pronoun, we will circle it.
Now complete the rest on your own.
If you have any questions come and ask me.
Extension/Elaboration:
Extension:
The students will be asked to take out a sheet of paper. On the paper they will write a set of sentences based off of the pictures put up

on the board. The first sentence for the picture will use an indefinite pronoun making the sentence vague. The second sentence will
replace the indefinite pronoun making the second sentence more specific. There will be four pictures put on the board, requiring a
total of eight sentences. One example will be provided.

The picture posted is of animals at the zoo.

The first sentence: Many are at the zoo.
The second sentence: Many animals are at the zoo.
Students will write sentences for the other three pictures on their own.

Elaboration:
Lets try some more examples to get a better grasp on indefinite pronouns. Remember that indefinite pronouns are what make a
sentence vague or not specific. What is the indefinite pronoun in? What makes that pronoun indefinite? [The indefinite pronoun will
be in a different color to help when trying to identify where it is.]

Most do not enjoy the smell of gorillas. [Most, not sure what falls in the category most]
Several have seen a gorilla. [Several, several of what have seen a gorilla]

Closure:
1. You all did a great job identifying and understanding indefinite pronouns.
2. What is an indefinite pronoun? [a pronoun that replaces nouns but does does not refer to one specific person or group.] Can I
get a couple of examples? [all, some, anyone, both]
3. Indefinite pronouns are important because they are a big part of the English language and of English grammar. In order to
master both the English language and grammar, indefinite pronouns must be mastered.
4. Tomorrow we will be learning about singular and plural indefinite pronouns. Since you have already received an overview of
these pronouns, this should not be difficult for you.
Assessment:
The students will complete the worksheet getting 6 out of 7 correct.
Resources:
Marshall, P. (n.d.). Indefinite Pronouns. Reading Worksheets Grammar Comprehension Lesson Plans. Retrieved February 11,
2014, from http://www.k12reader.com/indefinite-pronouns/

Senn, J. A. (2011). Nouns and Pronouns. Writing with power: language composition 21st century skills (Texas ed., p. 502). Logan,
Iowa: Perfection Learning.