Intensive Pronouns

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The lesson reviews reflexive pronouns but the focus is on the correct identification and use of intensive pronouns.  The students may be familiar with a reflexive pronoun, but may need clarity on when it becomes intensive.  In general, an intensive pronoun is a type of reflexive pronoun, but will not be necessary in a sentence when it is used.  Additional resources include information for intensive and reflexive pronouns.  The lesson may be used in conjunction with other lessons related to pronouns.

Intensive Pronouns Lesson Plan Includes:

  • Full Teacher Guidelines with Creative Teaching Ideas
  • Instructional Content Pages about Intensive Pronouns
  • Hands-on homework activities giving students practice on identifying and using Intensive Pronouns
  • Answer Keys
  • Common Core State Standards
  • Many Additional Links and Resources
  • Built for Grades 6 but can be adapted for other grade levels.

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Description

The lesson reviews reflexive pronouns but the focus is on the correct identification and use of intensive pronouns.  The students may be familiar with a reflexive pronoun, but may need clarity on when it becomes intensive.  In general, an intensive pronoun is a type of reflexive pronoun, but will not be necessary in a sentence when it is used.  Additional resources include information for intensive and reflexive pronouns.  The lesson may be used in conjunction with other lessons related to pronouns.

Sample Classroom Procedure / Teacher Instruction: 

  1. Display the following sentences: Mike found himself in the middle of the street.  We met the plumber himself.  Ask students:  What is the difference between the two sentences?
  2. Allow for responses and discussion. (In the first sentence, himself is necessary for the sentence-reflexive pronoun. Sentence two, himself is intensive and is not needed for the sentence.)  If students do not recognize the difference, ask students to focus on the pronoun only- himself.
  3. Ask students to share other reflexive pronoun examples.
  4. Allow for responses and discussion. Introduce Intensive Pronouns.
  5. Distribute Intensive Pronouns content pages. Read and review the information with the students.  Save the final question for the lesson closing.  Use the additional resources to enhance understanding.
  6. Distribute Activity page. Read and review the instructions. Place students in groups of 4 or more.  Distribute scissors and only one set of pronouns are needed for each group.  Allow students sufficient time to conduct one or more preset timed conversations related to any topic.  Remind students to pause after each conversation sentence to tell if the pronoun used is intensive or reflexive.
  7. Once completed, ask students if it was easier to use the pronoun as reflexive or intensive. Discuss reasons why, and ask if it was difficult to carry on the conversations trying to guess the type of pronoun.
  8. Distribute Practice page. Check and review the students’ responses.
  9. Distribute the Homework page. The next day, check and review the students’ responses.  Students share pronoun sentences.
  10. In closing, ask students: What intensive pronoun do you think you use the most often and why? Share three sentences with a partner using the intensive pronoun you use most often.  (Students may share one of the sentences with the class.)

Common Core State Standards: 

CCSS.ELA-LITERACY.L.6.1.B

Class Sessions (45 minutes): At least 2 class sessions.

Additional Resources: 

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Additional information

Grade Level

6th Grade

Subject

Language Arts