CCSS.ELA-Literacy.L.6.1b
The Standard
Use intensive pronouns (e.g., myself, ourselves).
Common Core State Standards for English Language Arts
What This Standard Means
Students need to recognize when a pronoun is used to add emphasis to a noun or pronoun already named. They should be able to choose the correct form, place it near the word it emphasizes, and avoid using it as a subject or object by itself.
Mastery looks like clear, natural sentences such as, “The captain herself made the call.” Students often confuse these with reflexive pronouns or use forms like “myself” to sound formal, as in “Myself and Jordan went.” They need practice testing whether the sentence still works without the emphasis word.
Ways to Teach It
- Give pairs sentence strips and pronoun cards, then have them add emphasis words only where the sentence still makes sense without them.
- Ask students to explain the difference between “I made it myself” and “I made myself a sandwich” in two sentences.
- Show five sentences, some correct and some not, and have students mark each as keep, fix, or remove.
- Have students find one example in a speech, interview, or sports quote where a speaker uses emphasis for effect.
Plan a Lesson for CCSS.ELA-Literacy.L.6.1b
Generate a complete lesson plan aligned to this standard, with objectives, activities, and materials. Free, no account needed.
Related Standards
- CCSS.ELA-Literacy.L.3.2d
Form and use possessives.
- CCSS.ELA-Literacy.L.1.1d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
- CCSS.ELA-Literacy.L.6.1a
Ensure that pronouns are in the proper case (subjective, objective, possessive).
- CCSS.ELA-Literacy.L.2.1c
Use reflexive pronouns (e.g., myself, ourselves).