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Name:

Grade: 3rd/ 4th

Keyi Liu

Lesson
Friends Around The World 3-Proper Nouns
Date: 3/24/2016
Title:
CCGPS or GPS Standard(s):
ELAGSE3L1a. Explain the functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in
particular sentences.
Classroom/Lesson Context (please check the following that apply):
__+__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__5___ Girls _6____Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
Students will be able to recognize the difference between common and proper nouns: will know to capitalize proper only.
Vocabulary is an issue for several students on this key. Students are required to identify the vocabulary word.

Learning - Focus

Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

What are nouns?

What are proper nouns?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Students will be able to recognize and capitalize proper nouns with 90% accuracy.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Demonstrating: students will be able to demonstrate what proper nouns are and how to
distinguish proper noun with common noun.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
Proper, nouns, names, places, things, and animals.

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Listening: Students will be able to listen to a song about proper nouns and listen to the teacher
to explain what proper nouns are.
Materials
What resources can be
used to engage
students?

-Worksheet
-Pencil
-Projector
-A power point slip

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

-Write school address on the poster, without capitalizing the name of school, street, city or
state.
-Tell students we're going to be focusing on proper nouns today - refer to and restate
proper noun definition. As a whole class, underline proper nouns. Then ask if anything
looks funny?

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?

-After introduce the central focus, students will watch a music video about proper noun
that helps students remember the definition of proper nouns.
-Show a power point slip to demonstrate the proper noun: Some nouns are special,
they're called proper nouns. Show examples of proper nouns and common nouns in the
ppt slip and ask students to tell which is the proper noun.
- Proper nouns get capital letters. Do we need any capital letters in our school's address?
Are there any names of specific people, places or things? As a class, circle letters that
should be capitalized. (Connecting back to the sentence I wrote in the poster).
-After that students will go back to their seats, rewrite each sentence in the worksheet,
and use a capital letter for each proper noun.

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
N/A
Management Plan:
My goal is to hold students attention and introduce the topic to them. Students will sit on the
mat in front of the classroom.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
I will have students rewrite each sentence, and use a capital letter for each proper noun.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Students are required to tell what proper nouns are and identify which word is proper noun
during instruction.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
-According to the learning style data, some of my students are auditory-musical learners, which
lead me to show a music video Capitalize to students.
-I need to read aloud the every single question or sentence in the worksheet because seven out
of eleven students in my class have problems with identifying vocabulary.
Management Plan:
A sub teacher will be in the classroom to assist me since students have different issues. I need to
pay a close attention on the flow of my lesson and having smooth transitioning times.
Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

-Collect worksheets.
-I will ask questions to help students review what they learn, Are all nouns proper nouns?
What's the definition of a proper noun? What kind of noun gets a capital letter?
-Nice work!

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will answer my questions about proper nouns which is also the one of my assessments.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Two of my students have academic processing issue, so that they will only complete the
half of page with guidance from the sub teacher.
Management Plan:
I will give students chances to ask questions.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
N/A

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
-Students will orally identify proper nouns while I am using the ppt slip.
-Students will rewrite the school address and use capital letters.
-Students will complete an exit slip worksheet with 5 questions about proper nouns. They have
to rewrite each sentence, and use a capital letter for each proper noun.

Reflection/Analyzing
Teaching
Effectiveness

Some students still have problems with finding the proper nouns in a sentence. If I have a
chance to reteach this lesson, I would like to give more clear explanations about proper
noun and divide students into small groups to work on different levels of activities about
finding proper nouns.

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.