Lesson 1: Introduction to Nouns
Standard 1
Adapted for 4th graders
Third Grade Language Arts: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
Standard 2:
4th Grade Writing 5: With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
Objectives:
Students will learn to define a noun.
Students will learn to identify nouns in a given sentence
Teaching Procedure: Predict-Prove, Question-Answer
Reading Strategy: Concept Map/Graphic Organizer
Introduction
Write the following objectives on the board:
What you should learn by the end of today’s lesson:
o The definition of a noun.
o Identify nouns in a given sentence.
Class, this week we will be learning about nouns and pronouns. We’ll cover this topic for four days. Every day we will build on what we already know and get a lot of practice in understanding and identifying different kinds of nouns. At the end of days 1, 4 we will have a very short test on what we learn. On days 2 and 3 you will have homework assignments that must be completed and turned in the following day. On day 4, we will have a final test worth 50 points covering the topics we discussed over the next couple of days. At the end of this week, you will have a final test which will cover all the topics we discussed. You'll know more about this as we go through each lesson. You will be assigned to a specific group for the next 5 days. Everyday, you should sit with your group. Please remember to follow classroom procedures and rules. ( Please go to your assigned group now)
Today we will talk about nouns. I know this is an interesting topic and you may feel the urge to shout out your answers or get really excited to share; but I want you to raise your hand so that we give everyone a chance to think and share. At the beginning of class, I passed out a two pieces of paper for you to use during this lesson. The first piece of paper is for you to brainstorm and jot down ideas. The second piece of paper is for you to take notes. I want you to use your “notes” paper to jot down important information such as definitions and examples, as we go through the lesson. Does anyone have any questions?
Now, I would like for everyone to look around the room. Write a list of everything you see. (I’ll give you two minutes to write). Now, let’s get some volunteers to share something on their list. (Take volunteers-write each item on the board). Tell the class to take a look at these items and consider what the objectives or the goals of this lesson are, what do you think these items represent?
All of these items are nouns. So looking at these examples of nouns, can anyone tell me what they think the definition of a noun is?
Write the definition on the board:
A noun is the name of a person, place or thing.
Now that you know the definition of a noun, let’s brainstorm some examples of nouns.
Draw a concept map to use and brainstorm different examples.
Development (how will teacher provide example,students explore/practice):
You’ve come up with some great examples of nouns. Now I would like for you to take a second look at the first list that you made. Knowing the definition of a noun, I would like you to update your list (add to it, take away from it, and include nouns that are not inside the classroom). I’ll give you about 3 minutes to update your list.
(Walk around the room and provide scaffolding, offering assistance as necessary. Also place worksheet #1 on each student’s desk faced down as they update their list).
After the 3 minutes, ask students to stop. Ask students to share some of the things that they’ve added to their list.
What are some things that you added to your list?
Write examples on the board to the concept map. Praise students for doing a great job on identifying nouns.
Now, ask students: What is a noun? And repeat the definition.
Now let’s practice identifying nouns in a sentence. Write the first example on the board.
Tom went to the supermarket to buy fruits and vegetables.
Let’s look at this sentence. Knowing the meaning of a noun, which words in this sentence, is a noun. (Underline each word as students say them and correct as necessary).
Tom went to the supermarket to buy fruits and vegetables.
Great!
Now let’s do the next sentence together.
Mary found her dog chewing on her doll.
Then ask for a volunteer to go to the board and underline the nouns. Ask students if all nouns were identified. If no, ask for another volunteer to identify any missing nouns. If yes, ask students to work with their partner and complete the next 3 sentences.
Use an overhead projector to display the 3 remaining sentences on the screen. Scaffold the room and provide assistance as needed.
Go over each sentence as a class, correcting any misunderstandings and explaining why each word is a noun.
Independent Practice.
Read the following passage with your partner. Take turn reading each paragraph. Underline all the nouns in the passage.
Conclusion (how will students show what they learned, then end with a calming activity):
Let’s review:
Go over the definition of a noun and the concept map examples. Ask students to put away their notes and brainstorming paper. Erase the board and turn off projector. Now, I need you to complete the test. The test has 5 questions. Do your best.You will not be graded. I simply want to see how much you've learned today.
Once students are finished with their tests, have students go to the following website to practice identifying nouns. https://www.softschools.com/language_arts/grammar/noun/balloon_game/
Assessments (may include a rubric):
Assessment lesson 1
Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson):
X Spatial (ability to visualize)
X Linguistic (words/spoken/written)
Logical-mathematical
Kinesthetic (movement)
Musical
X Interpersonal (interaction w/others)
X Intrapersonal (self-reflective ability)
Naturalist (having to do w/nature)
Bloom’s Taxonomy/Differentiated Instruction (place an x by each of the items that apply):
_X__ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall)
_X__ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show)
Application (demonstrate, construct, record, illustrate, research, order, display, practice
Analysis (compare, contrast, classify, critique, solve, experiment,examine, infer, categorize)
Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize)
_X__ Synthesis (compose,hypothesize, design, formulate, create, invent, develop, refine, produce)
Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners):
Gifted Learners:For gifted learners, students will be asked a complete a 3-minute write activity in which they pick one or two nouns and write a paragraph about it.
Learners Below Level: For learners who had difficulty understanding this lesson, the concluding activity can include a computerized interactive game to practice using pictures.
Learners with Behavior Issues: Learners with behavioral issues would be motivated through the use of Popsicle sticks, monitored by a Para. The student will get the opportunity to earn 5 sticks throughout the lesson. Sticks would be awarded for voluntary participation, practicing the activity, taking notes, and displaying appropriate behavior. 5 sticks during this lesson would earn the student 1 point towards their overall goal for the day. A total of 20 sticks would equal a pass into the classroom treasure chest or gift shop.