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Learning Objectives

General Outcome 4 (Gr. 2)

Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.

4.2 Attend to Conventions

Attend to grammar and usage

 write complete sentences, using capital letters and periods

 use connecting words to join related ideas in a sentence
 identify nouns and verbs, and use in own writing
 identify adjectives and adverbs that add interest and detail to stories

Students will be able to explain the role of a noun and be able to identify nouns in

Introduction (5 minutes)
 Share with the students the purpose of learning grammar: so that we can become better speakers
and writers.
 Tell students that today they will be learning about what a noun is and how to find them in a
 Ask students to look around the room and look for objects. Call on a few students to share their
 Explain that all of those objects are nouns, which are the words we use for people, places, and
 Play a song about nouns to your students to solidify this idea, if necessary. You could have
students raise a hand when they hear nouns mentioned to make the activity more interactive.

Explicit Instruction/Teacher Modeling (10 minutes)

 Ask students to define a noun. After taking a few students' ideas, explain that a noun is a person,
place, or thing.
 Tell students that nouns found in sentences can explain who or what the sentence is about, where
an event took place, and many other things relevant to the sentence.
 Write "walks through the hallway." on the board and ask students to identify what is wrong with
the sentence.
 Call on one student. After they share their idea, say that we don’t know who or what walked
through the hallway. Explain that this is because the sentence is missing a noun. Ask students
what noun could be place in the sentence to make it complete. Call on a few volunteers.
 Ask students if they found another noun in the sentence.
 Share one more example with your class. Write "Tasha skipped to the." on the board. Ask
students if they think the sentence makes sense. Ask them if they can identify why or why not.
Explain to students that the sentence is missing a noun telling us where Tasha skipped to.

Guided Practice/Interactive Modeling (10 minutes)

 Explain to the class that they are going to complete a noun storm.
 Draw 3 columns on the board. Label your columns "people," "places," and "things."
 Explain that you need help thinking of as many nouns for people as you can.
 Record student answers while they share.
 Ask students to pair up and copy your graph. Tell students that they are to work on columns 2
and 3 and list as many nouns for places and things as they can think of together.

Independent Working Time (10 minutes)

 Tell students that during independent working time they are to write out a short story about what
happened at recess, lunch, or PE today.
 Tell students that you are going to set a timer for 2 minutes, and that they are meant to go
through their stories and circle as many nouns as they can.
 Remind students that nouns are people, places, and things.

 Enrichment: Have students switch their papers with a partner and check to see if each other
found all the nouns in their stories. Use a different color of ink so changes can be seen. If
students can correct a peer work then it will show the student has a good grasp on nouns.
 Support: Students who might have a hard time quickly writing a story can look through a book
they have at their desk and write down on a separate sheet of paper all the nouns they find.

Assessment (5 minutes)
 Write "1. Brandon found a cute, green turtle by the side of the road." and "2. Did you know that
Jamari wants to travel to New York?" on the board.
 Give students sticky notes and ask them to write the nouns found in each sentence.

Review and Closing (5 minutes)

 Ask students to define noun again.
 Ask students if they have any lasting questions.

Nouns Lesson Plan

Age Level: 19-32

Ability Level: Level 2A (First half of level 2)

Type of Lesson: New

Objectives- By the end of this lesson, students will be able to:

 Define and provide examples of nouns

 Identify various objects (e.g., door, ceiling, desk)
 Use correct pronunciation when defining nouns
 Use listening skills and subtle clues to solve answers
 Use nouns (words) in sentences while upholding grammatical integrity

Materials Needed:

 Cards (provided by the teacher)

 Tape
 Computer
 YouTube
 Classroom

Preparation: Before the class, the teacher will have written all of the nouns he wishes
to use on index cards.

Location: Regular Classroom

Warm up/Anticipatory Set/Activation (5 minutes): When the students enter the room,
the teacher will first take attendance while ensuring that he provides examples of nouns.
For example:

 “Hi Gustavo”
 “Hi Leanne, I like your shirt!”
 “Michael– I haven’t seen you in a long time; how is your dog doing?”
 “I need a new pen! Does anyone have a pen I could borrow?”
 “Make sure you have the new book for tomorrow’s ”

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It is the teacher’s hope that the students recognize the teacher’s over-exaggeration of
certain words. By extension, the teacher hopes that at least one student will inquire as
to why such stress has been placed on certain words; if this is not the case, the teacher
will simply say, “There are way too many nouns in this room!”

Review (10 minutes): Because this is a level 2A class, it is assumed that the students
have acquired at least some knowledge as to what nouns are. The teacher will ask the
students, “What are some nouns in here?” (Pause). “Remember, a noun is a person,
place, physical “thing” or an idea.” Most likely, the students will begin saying, “Oh,
Gustavo is a noun—he’s a person!; I’m a noun I think; my book is a noun!” The teacher
will accept all of these answers and will ask the students to expand on their knowledge
by asking, “What other “things” do you see in this room? It is assumed that the students
will point to items and either 1) say the word in their native language (which will not be
permitted) or 2) will point and make the teacher aware that he or she does not know the
word in English.

Presentation of New Material/Procedure (15 minutes): The teacher will commend the
students for their abilities to identify the common nouns they uttered, but will express
that he wants the entire classroom “noun-den-tified”—meaning, he wants all of the
nouns in the room to be considered. To do this, the teacher will ask one student to
volunteer to be the first to “noun-den-tify” one physical thing in the room.

 The teacher will ask the student to come up to his desk and pick a card up from
his desk; on the card, is a word (for example wall). The teacher will ask the
student to try to say the word (wall). Then, the teacher will give clues and ask the
entire class to also provide clues (but not the answer).
 For wall, the teacher might say, “I am white. I am all around you. I am hard and
cold.” With additional clues provided as needed, the student will place the “wall”
card upon the wall and select another student to go; every student will have at
least one, if not two, chances to go.
 Other nouns that will be used include (note that clues will be given for each
 Poster
 Door
 Computer
 Outlet
 Ceiling
 Teacher’s Desk
 Student’s Desk
 Chair
 Floor
 Radio
 Radiator
 Pipe
 White Board
 Marker
 Class Dictionary
 Teacher

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This will continue until each item in the class is “noun-den-tified.”

Although the teacher does not anticipate a student struggling too hard or not being able
to place the appropriate card in the correct place, the student will be given another card
to try.

Pronunciation (5 minutes): Although pronunciation will be integrated throughout the

duration of the lesson (by way of having one read the word prior to placing it onto the
item), further attention will be given. The teacher, as a way of assessing the word
recognition and pronunciation, will point to one of the cards and ask the students to say
the word; in a way, it’s a chorale-reading drill in that all participants will be actively
engaged at the same time. Further, mispronunciations will be detected and remedied as
needed by the teacher; the teacher will say the word the way he thought someone said
it and ask the students (as a whole) what is wrong with that pronunciation in hopes that
the students will correct him.

Grammar (5 minutes): Although this is not a grammar lesson, as a closing assignment,

students will be asked to select three nouns that we have studied and write sentences
containing a subject, a form of the verb ‘to be’ and the noun.

Closing (5 minutes): See “Grammar exercise.” Also, the students will listen to “Nouns”
by SchoolHouse

Rationale: The structure of this lesson has been carefully thought out based upon the
teacher’s knowledge of the students’ learning styles. Further, this lesson allows
students to be active in their learning rather than stative and also permits the students
to learn from each other; aside from the teacher providing the clues to where the cards
should be placed, the students basically teach/guide each other. Moreover, the teacher
providing clues serves as a way to integrate prior knowledge into the new lesson (that
is, the teacher might use adjectives/descriptors/actions to describe, say, the door: I’m
cold, I open and close; I separate us from the hallway; both the clues and the grammar
exercise help to remind students of the typical English sentence and allows them to
practice forms of the verb ‘to be’.