L.6.1.e Standard-English variations and pronoun review — Format Matters routine

Audit-warm: read one paragraph from your fall argument; circle every pronoun; check case, antecedent clarity, consistency.

• Circulate to spot patterns
• Note 2-3 students whose audit reveals consistent issue (case, consistency, vague)
• Affirm that audit is the WORK, not the FAILURE — it's how writers stay clean

Fall taught us the 5 L.6.1 pronoun sub-standards. This term we don't add NEW pronoun rules — we INTEGRATE them. The most important spring move is L.6.1.e — recognizing Standard-English variations and proposing Standard-English alternatives. Standard English is the academic-and-formal-writing variety we use in essays, presentations, and most published writing. Dialects and regional varieties are EQUALLY VALID for their contexts (home, community, friends) but Standard English is the expected register for our literary-analysis essays and Rhetorician's Forum. The Format Matters routine: when we hear or read a variation, we acknowledge it and propose the Standard-English alternative without judgment. Examples: 'me and Maya went' → 'Maya and I went'; 'between you and I' → 'between you and me'; 'her and me are friends' → 'she and I are friends.'

• Hyper-correction error: 'between you and I' sounds posh but is wrong. Object of preposition = objective case.

  model ME — 'between' is a preposition; object case is required.

  prompt L.6.1.a case review: 'Between you and ___, I think we should go.' (I or me?)
• Intensive adds emphasis. Reflexive requires subject = object.

  model YOU — 'yourself' would be reflexive (if subject = object) or intensive (for emphasis). Here just 'You went to the store yourself' is intensive (emphasis).

  prompt L.6.1.b intensive review: '___ went to the store yourself.' (You or yourself?)
• Every pronoun needs a clear antecedent within 1 sentence.

  model Vague — both could refer to teacher or student. Fix: 'The teacher gave the student his book. The student thanked the teacher.'

  prompt L.6.1.d vague review: 'The teacher gave the student his book. He thanked him.' (he/him = ?)

• Cold Call: identify the pronoun-case error in 'Sam invited Maya and I to the party.'
• Cold Call: identify the consistency error in 'When a student studies hard, you usually do well.'
• Thumbs: I can audit my own pronouns with the fall anchors (up) / I need partner support (down)

M-6-S-GR-02-A Chart

5-row comparison card. Row 1: 'Me and Maya went' → 'Maya and I went' (subject case). Row 2: 'Between you and I' → 'Between you and me' (object of preposition). Row 3: 'Her and me are friends' → 'She and I are friends' (subject case). Row 4: 'Give it to John and I' → 'Give it to John and me' (object). Row 5: 'Maya, she went to the store' → 'Maya went to the store' (redundant pronoun). Each row notes the rule. Print-ready 8.5x11.

• Audit your fall argument introduction (5 sentences). Highlight every pronoun. Check each against L.6.1.a-e.

  scaffold MG-26 cumulative review anchor at desk; fall MG-7 case chart available
• Pair-edit: exchange with partner. Find 1 case issue, 1 antecedent issue, or 1 consistency issue. Apply Format Matters — propose the Standard-English alternative without judgment.

  scaffold Pronoun-audit worksheet with 3 columns: error / Standard-English alternative / rule

• Write 1 sentence using the objective case after a preposition correctly. Write 1 sentence with a clear antecedent for every pronoun.

• Restate: 5 pronoun sub-standards from fall, integrated this term in Pass 3 mechanics
• Preview tomorrow's rhetorical-devices toolkit launch — parallelism, anaphora, asyndeton

• Audit one page of your fall argument body paragraphs. List 3 pronoun improvements you would make with Pass-3 attention. Bring tomorrow.