Download Pronouns (Indefinite)

Conventions: Pronouns (Indefinite)
Lesson Overview:
In this lesson, students are introduced to the indefinite pronouns. A brief review of personal, relative,
demonstrative, and interrogative pronouns is included in the lesson. Students practice identifying, selecting,
and using indefinite pronouns in sentences.
Materials Needed:
1. Review Anchor Chart: What are Pronouns? (Personal, Relative, Demonstrative, Interrogative)
2. Anchor Chart: Indefinite Pronouns
3. Indefinite Pronouns Worksheet
4. PowerPoint lesson
Instructional Focus Addressed:
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in
particular sentences.
Explicit Instruction:
1. Explain to students that today they will be reviewing the familiar type of pronouns: personal,
demonstrative, interrogative, and relative pronouns.
2. Explain that students will be learning about indefinite pronouns.
3. Explain to students that today they will practice identifying indefinite pronouns used in sentences, will
choose appropriate indefinite pronouns within sentences, complete sentences using indefinite
pronouns, and craft sentences using indefinite pronouns.
Modeled Instruction:
1. Display the anchor chart: What Are Pronouns?
2. Review each type of pronoun.
a. Personal Pronoun – Personal pronouns are the most common form of pronouns.
i. Subject Pronouns – used as the subject of a sentence (I, you, he, she, it, we, you, they)
ii. Object Pronouns – used after an action verb or in a prepositional phrase (me, you, him,
her, it, us, you, them)
iii. Possessive Pronouns – shows ownership (my, your, his, her, its, our, their, mine, yours,
his, hers, its, ours, theirs)
b. Relative Pronouns – A relative pronoun connects one part of a sentence with a word in another
part of the sentence (who, whose, which, what, that, whoever, whatever, whichever)
i. Who is used for people. When referring to a person, use who.
ii. Which and that refer to groups or things. That is used to add essential information and
is not set off with commas. Which is used to add information that is not essential and is
always set off by commas.
c. Demonstrative Pronouns – A demonstrative pronoun points out or identifies a noun without
naming it. (this, that, these, those)
i. this - singular – to point out something that is near in either distance or time
ii. that - singular – to point out something that is far away in either distance or time
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iii. these - plural – to point out some things that are near in either distance or time
iv. those - plural – to point out some things that are far in either distance or time
d. Interrogative Pronouns – An interrogative pronoun asks a question. (who, whose, whom, which,
what)
3. Display the anchor chart: Indefinite Pronouns. Explain.
a. An indefinite pronoun is a pronoun that does not name the word it replaces.
b. Share examples of sentences containing indefinite pronouns.
c. Review singular, plural, and singular/plural.
4. Share the following sentences with students. Identify the indefinite pronoun in each sentence.
a. Everybody on the bus was happy to be going on the fieldtrip.
b. Some of us have never visited an amusement park.
c. I caught a lizard and put it in a box, but somebody let it go.
5. Share the following sentences with students. Model identifying the appropriate indefinite pronoun in
each sentence.
a. (None/Nobody) was happy to hear that the party was canceled.
b. (Both/Any) of the girls were good students.
c. I hope I get (someone/something) good for my birthday.
6. Share the following sentences with students. Model completing the sentence using an indefinite
pronoun. (answers will vary)
a. ________________ arrived on time to school today.
b. I was thankful that when the firecracker exploded early ________________ got hurt.
c. I told __________________ to arrive at my house at 2:00 pm.
Guided Instruction:
1. Display the anchor chart: Indefinite Pronouns. Ask students to review by sharing what they have
learned about indefinite pronouns with their partner. Listen in as students talk and share; correct
student thinking, as necessary.
2. Explain to students that they will now do the same thing you just did.
3. Share the following sentences with students. Ask students to identify the indefinite pronoun in each
sentence. You may choose to have students respond by talking with a partner, jotting their thinking in
their writer’s notebook, or responding on a small whiteboard.
a. Everybody likes to eat chocolate chip cookies!
b. I served Brussels sprouts, but nobody ate them.
c. No one told me that we would be swimming today.
4. Review correct responses with students.
5. Share the following sentences with students. Ask students to identify the appropriate indefinite
pronoun in each sentence. You may choose to have students respond by talking with a partner, jotting
their thinking in their writer’s notebook, or responding on a small whiteboard. Ask students to share
their thinking with one another.
a. I didn’t see (anyone/everyone) I knew in my new classroom.
b. We need to tell (no one/somebody) about that broken step. It is dangerous.
c. I wish (someone/another) would come play today.
6. Review correct responses with students.
7. Share the following sentences with students. Ask students to supply an appropriate indefinite pronoun
in each sentence. You may choose to have students respond by talking with a partner, jotting their
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thinking in their writer’s notebook, or responding on a small whiteboard. Ask students to share their
thinking with one another.
a. ________ of the children were scared of the python.
b. I think ______________________ made a big mess in the kitchen.
c. Marilyn lost ________________ in the fire.
8. Review correct responses with students. (answers will vary)
Independent Practice:
1. Distribute the worksheet: Indefinite Pronouns.
2. Ask students to complete the exercises. You may choose to have students work independently, in
partnerships, or in small groups.
3. After allowing students time to work, review correct responses with students.
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