Name: Sharla Bazen

Lesson Title: Common and Proper Noun Sort

Grade: 2nd Grade

A. Common Core State Standards

Standard for review:
CCSS.ELA-LITERACY.L.1.1.B
Use common, proper, and possessive nouns.

Grade Level Standard:

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided
sources to answer a question.
Questions being answered: What is a noun? What is a proper noun? Can
you tell me the difference between the two?

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the scholars be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

The scholars will (TSW) focus on the topic of nouns and will sort the different types of nouns
(person, place, thing, idea, or animal).
- I CAN describe what a noun is.
- I CAN categorize the different kinds of nouns.

The scholars will (TSW) be able to sort, distinguish, and explain the difference between a
common noun and a proper noun.
- I CAN describe what a proper noun is.
- I CAN sort common nouns verses proper nouns in their appropriate categories.

Materials Necessary:
- Schoolhouse Rock Nouns video (click HERE to watch the video OR copy/paste the link:
https://www.youtube.com/watch?v=WWZpLS1I6uM)
- Halloween Noun Sort sheet
- Common vs. Proper Noun Sort sheet
- Extension worksheet is the last page of the Common vs. Proper Noun Sort Sheet
(Both Noun Sort resources are retrieved from TeachersPayTeachers - free download)
Formative Assessment:
Before we get started I will ask the scholars, By a show of hands, who can tell me what a
noun is? This will tell me how many scholars have prior knowledge on what is about to be
learned. Then have the scholars turn and share with their partner what they think a noun is.
If unsure - take a guess and see if you are right! Then all come together and a few
volunteers will share their partners thinking.

C. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

A. Lesson Management:
- Address the I CAN statements as the goals of the lesson.
- Begin with asking, By show of hands, how many of you know what a noun is?
- Turn and share, then come together and a few volunteers report their sharing.
- Discover what a noun is by watching the anticipatory set - YouTube: Schoolhouse
Rock Nouns video!
- Discuss noticings from the videoWhat did you notice or learn from the
video?
- Projector will be used for the video and the I DO portion of lesson.
- Quite, calm music will play in background during the noun sort.
- Scholars will rate themselves on how well they are working throughout the
lesson, using their leader chart.

B. Student Management:
1. Movement -
Scholars will move to different areas of the classroom to cut and sort their nouns into the
different categories (person, place, thing, or animal) using the space provided for the the
different category piles.
- Begin in desks for I DO and one WE DO
- Work with their partner on the noun sort first anywhere in the room (be sure to
bring your toolkit to your spot with you - you will need two specific tools
(scissors and glue) - COLLABORATIVE WE DO
- Come together and have scholars return to seats - remind transition procedures.
2. Active Student Participation-
Scholars are expected to actively participate throughout the entirety of the lesson. They
are to be brainstorming what a noun is at the start of the lesson, thinking and deciding
which category the noun belongs in (during the sort), and engaged listeners when
 instruction is given or when a peer is talking/sharing their thinking. Scholars must also
actively participate when discussing/ compare and contrasting what a common noun is
verses a proper noun. Full engagement is the expected norm for our scholars and they
know that if they choose not to do it now, then they will have chosen to work on it
during their time (during snack, recess, lunch, after school, etc.)
3. Classroom Management Focus-
Scholars will begin at their desks for the first part of the lesson and will be expected to
raise a quiet hand if they wish to ask or respond to a question. Scholars who are not
quiet will receive a message from classroom leaders. When scholars hold up what looks
like a peace sign they are sending a message to their peer(s) that their learning is being
interrupted and they would like the other person to stop. This helps me as a teacher to
not have to remind them all the time since they are keeping each other in check. Also,
when scholars are working with their partners I allow a calm, quiet, indoor voice (up to a
number 2 volume on the volume chart -partner voice). If voices become more than a 2,
that group will be asked to return to their seats to finish the remainder of the task. They
are still able to work with their partner since they all sit across from their partner at
their desks, but have lost the privilege to pick a spot in the room to work at. I also use
the Calvin Terrell Ooooo-oooo to gain student attention and they reply back to me
Ooooo-oooo and understand that when they finish saying it they must remain silent
and ready to learn. Other times I switch it up and say Scholars Freeze and they freeze
in place and listen for their next instruction.

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The teacher will generate interest by starting the lesson off with drawing on prior
knowledge and if no prior knowledge exists, then taking a risk and simply taking a guess.
Then as a class, we will engage even further by watching the Schoolhouse Rock Nouns
video to discover the answer to our question - What is a noun? What is a proper
noun?

E. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need?
The learner needs to be willing to take risks so that they can actively participate in the
 classroom learning. Prior knowledge of nouns is not necessary (although helpful) in
order to be successful for this lesson, since we will be discussing and watching a little
video on what a noun is before moving on to sorting the different types of nouns.
If needed how will it be provided?
The learner does need information on what a noun is, but this information will be
provided by the discussion we have and also the video we watch. Scholars will also get
to experiment with different nouns by sorting them into four different categories
(person, place, thing, or animal). They will also have practice sorting common nouns vs.
proper nouns.

How is the lesson scaffolded? (step by step lesson progression)

- Begin with addressing I CAN statements as the goals of our lesson today.
- Ask the scholars, By show of hands, how many of you know what a noun is?
- Turn and share your thinking with your partner.
- Come together and a few volunteers report their partners thinking.
- Discover what a noun is by watching the anticipatory set - YouTube: Schoolhouse
Rock Nouns video!
- Discuss noticings from the videoWhat did you notice or learn from the
video?
- Projector will be used for the video and the I DO portion of lesson.
- Quiet, calm music will play in background during the noun sort.
- Scholars will rate themselves on how well they are working throughout the
lesson, using their leader chart.
- Begin in desks for I DO and one WE DO example.
- Scholars will move to different areas of the classroom to cut and sort their nouns
into the different categories (person, place, thing, or animal) using the space
provided for the the different category piles.
- Collaboratively work with their partner on the noun sort anywhere in the room
(be sure to bring your toolkit to your spot with you - you will need two specific
tools (scissors and glue) - COLLABORATIVE YOU DO
- Come together and have scholars return to seats - remind transition procedures.
- Call on some models to model going back to seats.
- Go over a few of the nouns to ensure they were placed in the correct category
pile. (Have scholars scratch their heads when they hear the category the
noun belongs in.MENTION the noticing of the the -tch tool in the action that
we are doing(scratch) mini reading-tools reminder from Mondays lesson.
- Rate themselves on sorting the nouns.
- Then we will move on to the common noun vs. proper noun sort.
 - Ask if any scholars think they might have an idea of what a proper noun is?
- Mini-discussion on what a proper noun is.
- Model one I DO and together we will do one WE DO example of sorting common
nouns vs. proper nouns.
- Have scholars try to finish the rest of the common vs. proper noun sort on their
own. - YOU DO
- Finish independently and for those who finish early ...have them try the
Common and Proper Nouns Worksheet which has scholars underline the noun
that SHOULD be proper and then rewrite the proper noun on the line. To extend
it even further (and stretch their thinking) have them try the second part of the
worksheet where they are given a noun and have to come up with a proper
noun.
- Come back together to share some nouns that belong in the Common Noun
category and also some words that belong in the Proper Noun category.

Thinking Levels: questions to engage scholars thinking

1. Remembering- What is a noun? What is a proper noun?

2. Understanding- What category does the noun belong to (person, place, thing, or animal)?

3. Applying- Sort the nouns into the four categories (person, place, thing, or animal) OR sort
the nouns into the two categories (common vs. proper).

4. Analyzing- Just looking at a common noun and then looking at a proper noun, what is a key
difference that you can notice right away?

5. Evaluating- What is the difference between a common noun and a proper noun?

6. Creating- Extension worksheet Can you come up with a proper noun, when given a
noun?

Accommodations: Differentiating to meet student needs.

Remediation/Intervention-
The scholars who need assistance with the YOU DO section (or any section throughout
the entirety of the lesson) can raise their hand and we will help in any way that we can.
Also if they do not finish sorting all of the nouns - that is okay - as long as you can tell
that they were sincerely trying their best.
 Extension/Enrichment-
Scholars who finish early will raise their hand when they have finished with the
Common vs. Proper Noun sort and have them try the Common and Proper Nouns
Worksheet. This worksheet challenges the scholars to underline the noun that SHOULD
be proper and then rewrite the proper noun on the line. To extend the lesson even
further (and stretch their thinking) - have the scholars try the second part of the
worksheet where they are given a noun and they have to come up with a proper noun.

Methods, Materials, and Integrated Technology:

F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
- Discuss what a noun is and share scholars thinking
- Watch the video of what a noun is
- Demonstrate the first word on the sheet potion
- Discuss that if we are not sure of what the word is (there is also an image we can look
at to get a better idea).
- Demonstrate Noun Sorting by placing potion in the THING category, since it is not a
person, a place, or an animal.

G. Checking for Understanding

Samples of questions to be asked
Ways in which scholars will respond and be engaged
Formative assessment strategies to be implemented
The teacher will assess scholar understanding by having them rate themselves in one of
two ways: 1.) Scholars rate themselves (using the leader chart) over their hearts to show
me how confident they feel about sorting nouns before going any further. OR 2.) Have
scholars hold a thumbs up, a sideways thumb or a thumbs down. This will visually show
me where they are at and can act as a formative assessment.

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Together we will read the next word on the list bat and will refer to the image to make
sure we are understanding the word correctly. Then we will decide if the word bat is a
person, place, thing, or animal and once we have decided, we will place that noun in the
appropriate category (ANIMAL category).
I. Collaborative (You Do Together) and/or Independent Practice (You Do)
What practices will be demonstrated/modeled?
Then the scholars will go off to a spot in the room with their partner and their toolkit
and will cut and sort the nouns into the appropriate categories (COLLABORATIVE YOU
DO). Once they have had a few minutes to work together we will come together and
share a few of the answers they came up with. After sharing a few ideas, the scholars
will be asked to return to seats and we will go over what a proper noun is and I will do
one I DO and one WE DO with them before releasing them on their own to try sorting
the common vs. proper nouns on their own for the YOU DO portion of the lesson.
J. Closure
How will the I can statement(s) be reviewed?
How will scholars be involved?
What connections to future learning will occur?
Once it is time to wrap up, I will kindly ask if there are any volunteers who would like to
share what they thought about the noun X - where did you place it, was it a common
noun or a proper noun - AND why did you decide to place it there? Then once we have
gone over a few examples of what nouns are common and what nouns are proper, we
will return back to our I CAN statements on the board to see if we have achieved our
goals. Scholars will rate themselves on how well they think they did on the lesson today
and also I will have them rate how well we taught the lesson. This shows me a quick
glimpse again, on whether or not they feel like they are understanding what a noun and
proper noun really is.

K. Assessment
What evidence supports that the objectives were met?
What do my scholars know, understand and are able to do?
What formative assessments will be used to inform
Instruction?
I will collect the noun sort categories sheet that has all of the nouns glued to the person,
place, thing, or animal categories to ensure that learning took place. I will also do
several checks for understanding throughout the entirety of the lesson. I will also collect
the common nouns vs. proper nouns sheet to ensure that work was done and that
learning occurred. If any scholars had extra time and continued on to the extension
worksheet, I will collect that as well. If all of these forms of assessment show that
scholars were working hard and were being cognizant of where they were placing the
nouns, I will know that the lesson objectives have been met. The data that I collect from
the sorting sheets will directly affect the route I will take for the following (future)
lessons.
L. Reflection (to be discussed immediately following your lesson)
How do you know that the objective(s)/target(s) was met? What
is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the scholars perform/respond? Were all my
Scholars engaged?
How was my timing?
How many scholars struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those scholars who
met target?
What did everyone know? What did no one know? Were there
any surprises?

(Revised/Edited by Elementary Team, 2014)