Nicole Infantino Professor Esposito

EDU 5230 November 25, 2018

Grade 2 Topic: Nouns English Language Arts

https://nounsforsale.weebly.com

Instructional Objective(s) (Lesson Objective(s)*)

After a class discussion of nouns, proper nouns, and things that we are thankful for, students will write one

to two complete sentences about what they are thankful for based on a checklist created by the teacher.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

(you may need more than one standard)

English Language Arts(NYS-CCLS)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

a. Use common, proper, and possessive nouns.

Indicator: This will be evident when the teacher is reviewing with the students what a noun is.

ELA & Literacy Standard (NYS-CCLS)

Reading; Craft and Structure

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Indicator: This will be evident when the students are reading the sentence starters and reading the

sentences to the teacher when they are complete.

ELA & Literacy Standard (NYS-CCLS)

Writing; Text Types and Purposes

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,

supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and

reasons, and provide a concluding statement or section

Indicator: This will be evident when the students are writing their sentences

ELA & Literacy Standard (NYS-CCLS)

Speaking and Listening: Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers

and adults in small and larger groups

Indicator: This will be evident when the students and the teacher are talking about nouns.

ELA & Literacy Standard (NYS-CCLS)

Language: Conventions of Standard English

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling

when writing.

Indicator: This will be evident when the students are writing their thankful sentences.

INSTRUCTIONAL RESOURCES

● Chromebooks/Laptops

● Smartboard

● Padlet

● Thanksgiving Writing Sentence Starter Sheet

● Construction Paper

● Pencils

● Sharpies

● Glue

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
 ● Crayons

● Proper Noun and Noun Matching Sheet

● Checklist

MOTIVATION (Engaging the learner(s)*)

Students will see on the board a picture of turkey, with a speech bubble next to it saying “What are you

thankful for?”

DEVELOPMENTAL PROCEDURES (Including Key Questions)

● Teacher will review nouns and proper nouns with the students. (What is a noun?) (What is a

proper noun?) (What are some examples of some nouns and proper nouns?) (What do we with

proper nouns?) (Are they capitalized?)

● Teacher will pull up a picture of a turkey on the board. There will be a speech bubble next to

the turkey saying, “What are you thankful for?”

● Teacher will ask students to think about what we are going to be talking about. Students will

participate in a turn and talk. (What are we going to be talking about?) (What is the turkey trying to

say?)

● Teacher will pull up Padlet and explain that Padlet is a tool that we can use to share ideas.

● Teacher will explain that what we are thankful for can be nouns or proper nouns.

● Teacher will model how to add text to a Padlet and write some examples of what someone

can be thankful for.

● Teacher will explain to the students that they will go back to their seats and use a class Padlet

to brainstorm ideas of what they are thankful for. Teacher will ask students to include their names

when writing what they are thankful for.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
 ● Students will go back to their seats and teacher will call tables to get laptops or

Chromebooks.

● Students can work around the room. Teacher will monitor students as they are working.

Students will have 7 minutes to work and the teacher will set a timer.

● When the timer goes off, teacher will have students come back to the carpet. Teacher and

students will go over some of the ideas that the students came up with.

● After teacher and students go over the Padlet teacher will explain the next step.

● Teacher will put on the Smartboard a “What Am I Thankful For?” sheet.

● Teacher will have one sentence on the board. The sentence starter will read, “I am for

thankful for ……. because”. Teacher will model an example sentence. One sentence must use a noun

and one sentence must use a proper noun.

● The teacher will require the students to use the Padlet as a guide to find ideas of what they

are thankful for. Teacher will tell students that the teacher must check their writing before they write

it on a nice piece of a paper.

● Students will go back to their seats. Students can use the Padlet to brainstorm ideas for their

writing.

● Teacher will pass out the sentence starters to the students for their rough draft. The papers of

every student will be different. Students are on teams based on strengths, needs, and interests. The

teams are different colors. Students know their colors.

● After the teacher checks their writing, students can write it on a nice piece of a paper.

Students then use the laptops or Chromebooks to find pictures that represents what they are thankful

for.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
 ● Students will write their sentences neatly and the teacher will check it again. Students can

then glue their paper and pictures on a piece of construction paper.

● Students can hand in their work. Students will then work on a proper noun and noun

matching worksheet.

● Students can work in their to-folders or read when they are finished.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy: Direct Instruction

Indicator: This will be evident when the teacher demonstrates how to use Padlet. Also when the

teacher is modeling how to complete the sentence starters.

Strategy: Discussion

Indicator: This will be evident when the teacher is reviewing what a noun and proper noun is.

Strategy: Modeling

Indicator: This will be evident when the teacher is modeling how to write their “I am thankful for

…… because” sentences.

Strategy: Questioning

Indicator: This will be evident when the teacher is asking questions about what a noun and proper

noun is.

Strategy: Cooperative Learning

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
Indicator: This will be evident when the students are participating in a turn and talk when they are figuring

out what they are going to learning about.

ADAPTATIONS (Exceptionality*)

The student who is an English language learner will be provided with content specific vocabulary words

prior to the lesson.

The student who struggles to focus and attend will be re-focused and re-directed through the use of specific

non-verbal cues.

The student who profiles with grapho-motor challenges will be provided with pencil grips during small

writing assignments.

DIFFERENTIATION OF INSTRUCTION

Struggling Students:

Students will only have two sentences with sentence starters.

Average Students:

Students will have to write two sentences. One sentence will have a sentence starter and the other sentence

with no sentence starter.

Advanced Students:

Students will have to write two sentences with no sentence starters.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
Formal: Students will have to write one to two sentences with a sentence starter or without a sentence starter

using nouns or proper nouns to write what they are thankful for based on a checklist created by the teacher.

Informal: Teacher will walk the around the room and ask the students for the nouns and proper nouns that

they are choosing to include in their writing.

INDEPENDENT PRACTICE

Following the lesson and after they finish their writing, students will complete a noun and proper noun

matching sheet.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: The student, under direct intervention with the teacher, will work on a noun

and proper noun review sheet.

Academic Enrichment: The student will use the computer to access a website called Grammaropolis and

interact with nouns and proper nouns.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language
 TEACHER REFERENCES

Common Core Standards. (n.d.). Retrieved November 25, 2018, from

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-

ela-standards.pdf

ELA Core Standards. (n.d.). Retrieved November 25, 2018, from http://www.corestandards.org/wp-

content/uploads/ELA_Standards1.pdf

Grammaropolis. (2009). Retrieved November 25, 2018, from https://www.grammaropolis.com/index.php

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 6/15/15
*edTPA academic language