In this lesson, students will: 
- identify indefinite plural pronouns. 
- recognize the proper subject-verb agreement for both singular and plural indefinite pronouns and apply it.

- How do linguistic conventions and grammar affect written and spoken communication? 
- What makes writing clear and effective?

- 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. 
- 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.

- Indefinite Pronouns List (LW-4-1-1_Indefinite Pronouns List and Key) for each student and a completed list for the class to view 
- completed Singular Indefinite Pronoun Chart from Lesson 1 (LW-4-1-1_Singular Indefinite Pronoun Chart) for each student and for the class to view 
- Indefinite Pronouns: Singular and Plural Worksheet (LW-4-1-2_Indefinite Pronoun Worksheet and KEY) for each student and for the class to view

- To determine whether students understand the material being taught, monitor their participation in class discussions, their performance on the Indefinite Pronouns: Singular and Plural Worksheet, and their written assignments for Parts 2 and 3. This will help you gauge whether they require further explanation or if they have grasped the concepts.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students learn how to use both singular and plural indefinite pronouns and create strategies to help them decide which ones to use. 
H: Start by reviewing the ideas from Lesson 1 with a check-for-understanding exercise. 
E: Students write and illustrate sentences using a range of indefinite pronouns, which can be singular or plural depending on the subject they relate to, through a partner-writing activity. 
R: Students focus on proper pronoun-verb agreement when they write sentences, giving and receiving feedback from partners. 
E: Assess students' comprehension of the use of indefinite pronouns through written assignments and class participation. 
T: Through large-group teaching and discussion, partner work, and individual application of the concepts, students of all levels learn to apply their understanding of subject-verb agreement to 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 are the problems with indefinite subject-verb agreement?

Part 1

Please inform the students that today's lesson will be about subject-verb agreement with indefinite pronouns. They must understand the difference between singular and plural pronouns. Please remind them of the subject-verb agreement rule: subjects and verbs should agree with each other in terms of number (singular or plural). If the subject is singular, the verb must be singular too, and if the subject is plural, the verb must be plural as well.  To help students grasp this concept better, you can ask them to provide examples of sentences with a single subject and verb, and then ask them to provide examples of sentences with multiple subjects and verbs. Please record the class's examples.  Afterward, please ask them to identify the subject and verb in each sentence and note which ones agree in number.

Examples:

Singular:          The cat chases the mouse.

                        The rabbit eats carrots.

Plural:              The children play in the playground.

                        The birds fly in the sky.

"Why is it significant to understand whether a pronoun is plural or singular? "How will this help you become a better writer?" (Students must be aware of whether an indefinite pronoun is singular or plural when writing a sentence with it as the subject to choose the appropriate verb for agreement.)

Remind the students that pronouns ending with body, thing, one, or other, are always singular. The same rule applies to either, neither, and each. They should already know this from Lesson 1. You can distribute copies of the Indefinite Pronouns List (LW-4-1-1_Indefinite Pronouns List and Key), which they can use to check if they have understood the concept. Once they finish the exercise, you should compare their work to the version you have already completed. You should see noticeable improvement from the students. Make sure that your completed list is visible to the students so that they can differentiate between singular and plural indefinite pronouns.

Complete the "Indefinite Pronouns: Singular and Plural Worksheet (LW-4-1-2_Indefinite Pronoun Worksheet and KEY) using your completed "Indefinite Pronouns List" as a guide. After completion, compare and debate your responses with a companion. As I record the answers for the class, you'll have the opportunity to share your responses and ask any questions you may have. Note that even though "each" is frequently followed by a prepositional phrase that ends in a plural word (e.g., each of the students), it is always singular and requires a singular verb. "Don't hesitate to ask me any questions or doubts you may have."

Part 2

Point out that depending on what they refer to in the sentence, some indefinite pronouns can be either singular or plural. "All, any, more, most, none, some, and such are these pronouns. Consider whether the object to which the indefinite pronoun is referring is countable or not when using them. The pronoun should be treated as plural if it is countable. If vice versa, treat it as singular. For instance, 'All of the players are here.' The pronoun ought to be regarded as plural because it is possible to count the players, and it requires a plural verb. However, because you can't count each grain of sugar in the sentence 'All of the sugar is gone,' you should consider the pronoun singular, which requires the singular verb is. If you're unsure, try sketching the noun. How would you entice players? In what way would you draw sugar?" For the class, draw or assign a student to draw sketches of the players (they can be as simple as stick figures) and a mound, bag, or spoonful of sugar. Give the class a list of these ambiguous pronouns, then assign the following exercise to students in pairs.

"With your partner, brainstorm six nouns: three countable and three uncountable. Then, using these six nouns and six of the class list's indefinite pronouns, write six sentences. Underline the verb and circle the noun that the indefinite pronoun refers to. Subsequently, depict the noun adjacent to the phrase. You only need to draw stick figures or simple sketches that indicate whether the noun is countable in your drawings. Share your sentences with another group once you're done." Ask each pair of students to share one of their sentences as you record it for the class once they have finished this task. Students may also want to display their drawings on paper for everyone to see around the classroom.

Part 3

To create a list of countable nouns, such as students, teachers, swings, books, shirts, siblings, and friends, and uncountable nouns, such as homework, corn, mail, smoke, gravity, history, and noise, ask for the class's help. Arrange the nouns under the headings "Countable/Plural" and "Uncountable/Singular" in two separate columns. Also, include the following seven pronouns: all, any, more, most, none, some, and such. These pronouns can be singular or plural, depending on the subject.

Ask your students to write and illustrate fourteen sentences. Each sentence should use both an uncountable noun and a countable noun. The students should write two sentences for each of the seven pronouns. To save time, you could assign the pronoun and noun pairs to the students in advance or preassemble them into envelopes before giving the assignment. As the students complete the task, move around the classroom to assist those requiring help in figuring out which verb form is appropriate for each pronoun. Once the assignment is completed, gather, assess the work, and offer feedback before proceeding to Lesson 3.

Extension:

Please assign the students to create flashcards. On one side of the card, they should write an ambiguous pronoun, and on the other side, they should indicate whether it is singular, plural, or both. Additionally, students should provide an example of a pronoun in a sentence.

To review indefinite pronouns, you can use the flashcards in a Jeopardy!-!-style game. Divide the class into two groups, then display a flashcard with an ambiguous pronoun. Ask the students to formulate a question in response to the card, such as "What is singular?" or "What is plural?"