The lesson defines subjective, objective, and possessive personal pronouns, lists the pronouns in each category, and gives sentence examples showing their use (e.g., "He is glad to be chosen," "The cashier gave the change to them," "That car is ours"). In Option 1 students underline pronouns in a paragraph and sort them into Objective, Subjective, Possessive, Interrogative, and Demonstrative categories. In Option 2 students cross out nouns that can be replaced, write the replacement pronoun above each word, and then list and classify the pronouns they used, with an answer key showing correct case choices.

Students complete Activity 2 (Antecedents and Pronouns) where they circle pronouns, underline antecedents, and rewrite sentences with disagreeing pronouns. The activity includes example corrections that replace incorrect forms with subjective, objective, or possessive pronouns (e.g., they/them, their/his, it/its). The provided answer key shows students correcting sentences for number, gender, and possessive/objective form (e.g., "bring it back" → "bring them back", "Members... lost its lives" → "their lives").

Students are given an explicit list of the three basic pronoun cases (subjective, objective, possessive) and a pronoun chart that maps subject, object, and possessive forms. Students complete Activity 1 by filling in blanks with the correct case and identifying the case for each answer (Option 1) or by correcting incorrect sentences, naming the case, and identifying antecedents (Option 2). The Parent Plan skills state students will use subjective, nominative, objective, and possessive pronouns in speaking and writing and will recognize antecedents and correct pronoun case. Students are also asked to verbally produce sentences containing subjective, objective, and possessive pronouns in the 'Things to Review' section.

The activity directions explicitly tell students to "Use pronouns when possible" as they combine sentences, and the Combining Sentences student page gives multiple prompts that require pronoun substitution. The provided sample answers demonstrate correct pronoun forms in different cases (e.g., "they" as subject, "him" as object, "their" as possessive) in the combined sentences. Students are asked to rewrite noun phrases using pronouns in context, which requires choosing appropriate pronoun cases.

Questions 3–5 on the unit test explicitly ask students to write a sentence with a pronoun as a subject, a sentence with a pronoun as an object, and a sentence with a pronoun that shows possession. The answer key notes that responses will vary for those items, indicating student-generated examples are expected. The project rubrics and revision/editing steps require students to revise writing for grammar, which would include pronoun usage in their essays and newspaper reports.

Students are asked in Activity 2 to rewrite a short passage from Pink's point of view using "I" or from an omniscient narrator using "he" and "she." The Parent Plan reiterates that for Pink-centered narration the "I" in the story is Pink and that an omniscient narrator uses "he" and "she." These directions require students to select appropriate subjective pronouns when they rewrite passages.

The lesson explicitly instructs students to avoid using the first-person pronoun "I" in formal writing and gives a model sentence showing how to rewrite "I believe that my town should ban the use of plastic drinking straws" as "My town should ban the use of plastic drinking straws." Students are asked to edit and revise their drafts with attention to grammar and to refer to a "Handy Guide to Writing," and parents are asked to check grammar during conferences. The rubric and draft-marking activities require students to mark verbs and check commonly misused verbs, indicating attention to parts of speech during revision.

The lesson introduces the editing abbreviation "Pron" (problem with a pronoun) and asks students to rewrite a paragraph making corrections suggested by editing abbreviations. The student paragraph contains explicit pronoun errors students must fix (e.g., "My mother and me decided...", "Her and Ellen knew...", "no one had it harder then them") and the answer key marks these with "Pron." The materials also highlight a possessive error ("there pride" marked to be corrected), so students will correct possessive pronoun/form mistakes as part of the proofreading task.

Students are asked to identify parts of speech in sentences on the "Parts of Speech Sentences III" activity pages, placing laminated symbols over each word. The provided answer keys for Option 1 and Option 2 explicitly label words as pronouns (marked "pron"), showing that students practice identifying pronouns in context. The sentences students analyze contain multiple pronouns (e.g., she, you'd, it), which students label as pronouns.

Students are told that 'possessive nouns and pronouns function as adjectives' with examples such as 'Bob's, their, our' and 'The dog's tail wagged.' The parts-of-speech activities and answer keys label possessive pronouns (e.g., 'her', 'their', 'Jim's') as adjectives and ask students to identify those words in sentences. The activities require students to place part-of-speech labels above words in sentences, which includes identifying possessive pronoun forms.

The Parts of Speech Sentences VI activity asks students to identify parts of speech in two sentences and the provided answer keys explicitly label words as pronouns (e.g., labeling "she" and "him" as pron). Option 2 answer key shows pronoun labels in longer sentences (e.g., "pron verb verb pron verb"), indicating students practice recognizing pronouns in sentence contexts. The parent notes also suggest asking the child to label pronouns as part of the parts-of-speech work.

Students identify pronouns in sentences in Part I of the "Parts of Speech Sentences VII" activity (for example items like "There was not the least hint of breeze" and "I want this cake"). In Part II students review types of pronouns and classify them as interrogative, indefinite, or demonstrative using example sentences (e.g., "Who is your favorite singer?", "Someone brought cookies..."). The answer key labels items specifically as pronoun types, showing explicit practice with recognizing pronouns and their categories.

The Editing and Revising activity tells students to read through their rough draft and look out for sentence fragments, run-on sentences, and comma errors, and to use the editing symbols page to correct their paper. The Student Activity Page explicitly includes a proofreading symbol labeled "Pronoun problem" and provides examples demonstrating that pronoun issues can be identified and marked during editing.

The lesson explicitly explains possessive pronouns and contractions (its/it's) and distinguishes their as a possessive pronoun in the there/their/they're entry. The student activities include multiple-choice and sentence-creation items that require students to choose and use "its" correctly (e.g., multiple choice item 9 and Part II item 8 uses "except, it's"). The review prompts ask students to use each commonly confused word correctly in a sentence aloud, providing practice with possessive pronouns.

Students are asked to combine sentences and convert sentences into participial phrases, and many source sentences include pronouns (e.g., "He met a stranger," "The movie bored her," classroom sentences like "He carefully watched his flock"). The provided answer key shows objective pronoun usage in context (e.g., "Sensing that the stranger was special, Cusi turned to see how Chuto would welcome him."). Students will therefore write and rewrite sentences that contain pronouns in subject and object positions while practicing sentence combining.

The plan repeatedly directs students to write the essay in first person, telling the story as Cusi and to use the word "I." Organizer prompts ask students to "describe how Cusi felt, using the first person," which requires use of the subjective pronoun. The materials include a rubric category for Mechanics ("word correctness"), an editing symbols chart, and a reference to a "Handy Guide to Writing" for grammar questions.