In this lesson, students are going to: 
- identify indefinite pronouns in the singular and plural.
- recognize and apply the proper subject-verb agreement when using singular and plural indefinite pronouns. 
- determine the pronouns that precede indefinite ones. 
- recognize and employ proper pronoun-antecedent agreement. 
- write an indefinite pronoun-based conclusion that flows from the events that have been described.

- What effects do language conventions and grammar have on written and spoken communication? 
- What makes writing clear and effective? 
- What effects do language conventions and grammar have on written and spoken communication?

- Antecedent: A noun, pronoun, phrase, or clause referred to by a pronoun. 
- Indefinite Pronoun: A pronoun that refers to one or more unspecified people, objects, or places. 
- Noun: The name of a person, place, object (thing), idea, quality, or activity. 
- Pronoun: A word used in place of a noun. 
- Pronoun-Antecedent Agreement: A pronoun should agree with its antecedent in person, number, and gender. 
- Subject: A word, phrase, or clause that names the person, place, or thing about which something is said. 
- Subject-Verb Agreement: When the subject and verb in a sentence agree in number (singular/plural). 
- Verb: A word that shows action or a state of being.

- David Wiesner. (2001). The Three Pigs. Clarion Books. 
- Joe Dumpty. (2009). What Really Happened to Humpty? Charlesbridge. 
- Indefinite Pronouns List (LW-4-1-1_Indefinite Pronouns List and Key) for the class to view 
- completed Singular Indefinite Pronoun Chart from Lesson 1 (LW-4-1-1_Singular Indefinite Pronoun Chart) for the class to view 
- completed Indefinite Pronouns: Singular and Plural Worksheet (LW-4-1-2_Indefinite Pronoun Worksheet and KEY) for the class to view

- To assess whether or not students have understood the material, they will be asked to participate in class discussions and grade written assignments. 
- Check your understanding by using the sentences from The Three Pigs.

Explicit instruction, modeling, scaffolding, and active engagement
W: Go over the subject-verb agreement for indefinite pronouns, and then present the idea of pronoun-antecedent agreement, emphasizing numbers. 
H: After reviewing previously taught material as a whole class, students work together to write using indefinite pronouns. 
E: After applying previously taught concepts to ensure understanding, students work in pairs to add text and apply concepts from all three of this unit's lessons in a whole-group activity that involves reading a picture book with words missing. 
R: Students get the chance to go over and edit their sentences after getting pertinent and timely feedback. 
E: Utilizing the knowledge they have gained regarding indefinite pronouns, students compose a single paragraph that concludes a picture book. 
T: Through large-group instruction and discussion, partner interaction, and individual application of the concepts, students explore and apply their understanding of subject-verb agreement, pronoun-antecedent agreement, and indefinite pronouns. 
O: The purpose of this lesson is to improve and expand on prior knowledge of subject-verb agreement and pronouns. 

Main question: What is the pronoun-antecedent agreement?

Part 1

Give a brief recap of earlier lessons on indefinite pronouns. As you record the students' lists for the class, ask them to identify the indefinite pronouns that are always singular, always plural, and those that can be either. If necessary, consult the completed forms of the Indefinite Pronouns List (LW-4-1-1_Indefinite Pronouns List and Key), the Singular Indefinite Pronoun Chart (LW-4-1-1_Singular Indefinite Pronoun Chart), and the Indefinite Pronouns: Singular and Plural Worksheet (LW-4-1-2_Indefinite Pronoun Worksheet and Key).

Part 2

"When employing a pronoun, a writer must ensure that its person, number, and gender correspond with the noun to which it is attached. This is known as pronoun-antecedent agreement. The most difficult concept was covered in the earlier lessons: numbers. You can identify and utilize the appropriate indefinite pronoun in all of your writing if you are familiar with numbers."

Write down the pronoun-antecedent agreement for the class. Get students to define the word "antecedent" for you. Post the definition for the class after hearing the responses:

The number of pronouns must match the number of their antecedents. A pronoun must agree with the person or thing it refers to in terms of gender, number (singular or plural), and personality. Typically, a pronoun refers to something that comes before it in the text (its antecedent).

"We are going to concentrate on number agreement in today's lesson."

For students, write the following sentence:
_________ After collecting their papers, the students filed them in their folders.

"What noun do the pronouns they and their refer to?" (students)

Next, ask your students to assist you in finishing this sentence.

Each student gathered _________ papers and filed them in _______folder. (either his or her)

"The indefinite pronoun "each" is the antecedent in this sentence. How do we finish this sentence? " Ask students whether the indefinite pronoun is singular or plural if they respond with their. Students should state that it is singular. "The pronouns that refer to the word "each" must likewise be singular if the word itself is always singular. Let's try again."

_________Everyone should wash their hands before eating.

"What is the sentence's antecedent, or subject?" (Everybody) "Is the indefinite pronoun everybody singular or plural?" (singular) "Does the singular pronoun "their" or "they" agree in number with the indefinite pronoun "everyone"? (no) "How may this sentence be corrected?" Give a thorough explanation because many students won't be familiar with this. "Transform they into he or she and transform theirs into his or her. It is also necessary to modify the verb eat to eat." Everyone should wash his or her hands before he or she eats" is the revised sentence. (If they would like, students are free to write just his or her and just he or she.)

"Let's try again. How can we finish this sentence?"

Many people failed to adjust ________ clocks to reflect daylight saving time. (their)

"How are you aware of this?" (Since the sentence's antecedent, or subject, is always plural (many), the pronoun must also be plural.)

"This one is more difficult."

 ___________All of the sand was/were completely covered with seaweed.

"What is the antecedent?" (All) "In the context of this sentence, is All singular or plural?" "How do you know?" (since sand cannot be counted) "In this sentence, which verb agrees with the word all?" (was) 

"Let's do one more as a group." Some of the books were/was left on the kitchen table.

"In this sentence, what is the antecedent?" (some) "Is "Some" in this sentence singular or plural? (In plural) "How are you aware of this?" (Books can be tallied) "Which verb should I use in this sentence?" (were)

Instruct students to work with a partner to add text to this picture book that is missing a few words after you read the first section of David Wiesner's story, The Three Pigs. There must be at least one indefinite pronoun in every sentence, and the pronoun-verb and pronoun-antecedent agreements must be accurate. Students can wait until you are through the book, or you can have them share their sentences as you turn each page. When the students share their sentences, give them advice. Before beginning the third section of the lesson, gather the finished sentences and offer feedback.

Part 3

As a review of the previous lessons, post some of the student-generated sentences, and then go over each of the indefinite-pronoun-agreement lessons present in their sentences. Explain to students that the next activity will be used to evaluate their understanding of the indefinite pronoun unit. Students will write an ending to a story using a variety of indefinite pronouns to demonstrate their understanding.

"The last assignment for this unit on indefinite pronouns is to write a one-paragraph story ending. You will be required to demonstrate your understanding of the proper pronoun-antecedent agreement and subject-verb agreement for both singular and plural indefinite pronouns using a range of indefinite pronouns. Indefinite pronouns should be used with at least four variations: two that are always plural, two that are singular, and two that can be either plural or singular depending on the subject." So that students can review the assignment details later and post the instructions.

Read a portion of Joe Dumpty's picture book What Really Happened to Humpty? (From the Files of a Hard-Boiled Detective) as told to Jeanie Franz Ransom.

Once you get to the page that starts, "Muffy was at the Wall, binoculars in hand," stop reading. She didn't seem pleased to see me. "Do you expect someone else?" I inquired. "Maybe a big, evil guy?" (roughly page 24; the book does not have page numbers.)

"You can either develop your sentences or start with these to help you with your final paragraph."

The events of this morning seemed highly suspicious. Despite the divergent accounts from each person regarding the events of this morning's windstorm, none of them explained Humpty's fall from the wall.

"I'll read the rest of the story when you're all done, so you can find out who did it."

Part 4

Allow students enough time to go back and edit their writing. Tell them to double-check
subject-verb agreement and pronoun-antecedent agreement.

After students have completed their written work and you have read the conclusion of the story, ask them to read their endings. Use the Performance Assessment Scoring Rubric to assign a score to this paragraph.

Extension:

Ask students to read through a range of texts and to use indefinite pronouns to copy sentences that show pronoun-antecedent agreement and subject-verb agreement. Examine this assignment and make sure students understand it by giving timely, relevant feedback.