Professional Documents
Culture Documents
Grade 2
Sample Lesson 1:
Precise Nouns: Using precise nouns to
T ea c h in g P o in t
I can use precise nouns to make our How-To writing pieces clearer to our readers.
Lo n g T er m T a r g ets
SWBAT
Determine the difference between precise language and vague language.
Create a list of precise nouns that will be used in their How-To writing pieces.
Compose a materials list using their precise nouns word banks.
N Y S S ta n d a r d s
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions
to develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.L.2.5.A
Identify real-life connections between words and their use.
Vocabulary
Materials
How-To Writing
Precise Nouns
Precise Language
Sequence
Instructions
Steps
Language: Discourse:
o In order to wash the dishes, you will need a
sponge.
o In order to make a sandcastle, you will need
a bucket.
o In order to __________, you will need
__________.
The teacher will share a video with the class introducing the How-To topic that she will be
writing about: How-To Wash The Dishes. The teacher will tell an anecdotal story about why
she is an expert in the art of doing dishes. As a response to the video, the students will build
a working definition for a noun.
T ea c h /M o d el (I w ill ) (10 m in u tes)
After the motivation, the teacher will leave a picture of the kitchen sink and dish
washing materials on the Smartboard as a reference to activate background
knowledge. The teacher will explain: As writers, we know we want to make our writing
clear for the reader. Writers work with a dictionary for spelling and a thesaurus for richer
vocabulary. Strong writers use precise nouns to give exact meaning to their sentences.
As a writer, I am going to ask myself: What precise things (nouns) do I need in order to
wash the dishes?
The teacher will think aloud a few nouns that are needed for this topic. She will invite
the student to add to the list.
The teacher will present the students with a passage about washing the dishes that
does not use precise nouns or precise language. The teacher will ask the students to
assess the passage. The students will participate in a turn and talk considering the
questions:
o Is this passage clear?
o Do you understand the step that is being described in this passage?
o What would you do to make the passage better?
After the turn and talk discussion and the students have made their suggestions, the
teacher will present the students with an edited version of the passage, now containing
precise language. The teacher will prompt the students:
o Is this passage better? Why?
o What is the difference between this passage and the previous one?
(By using this questioning method, the students are meant to determine on their
own that precise language is necessary for clear writing.)
The teacher will facilitate a discussion on the meaning of precise nouns and precise
language.
The teacher will model how to use the precise nouns word bank to build our how- to
lexicons. The modeling will consist of a demonstration of how to use the graphic
organizer (words and sketches), a think aloud of how to brainstorm vital precise nouns,
and a brief play-act showing how to peer share for support. If the teacher feels that
the students need further engagement with the topic, she will have the students briefly
verbally contribute to an additional word bank for a how-to topic such as: How To Build
A Snowman.
Writers, as you think about writing today, you might want to use todays lesson strategy
and use precise nouns in your writing. Remember, two heads can be better than one
so you might want to ask a friend to help you make a list of precise nouns.
A c tiv e E n g ag em en t (W e w ill )
Student responses will build the answer to the overarching question: Why is it important
to use precise nouns?
Students will choose the how-to topic that they are going to expand upon.
The students will brainstorm and collect precise nouns that are necessary for their HowTo writing piece and record them on the Using Precise Nouns worksheet.
The students will make sketches of words that they are not sure how to say or write.
The students will conference with the teacher and verbally explain their word banks.
Students are encouraged to share their lists with their peers.
(If students are still deciding between two topics, they can make precise noun lists for
two topics.)
G u id ed W r itin g G r o u p
C lo sin g /S h ar e (5 m in u tes)
Invite student to share their responses. 3-4 students will share their precise noun word banks
during the closing. The teacher and students will discuss why it is important to use precise
nouns.
A tta c h e d M a te r ia ls
Please find:
Passage 1: Without Precise Nouns
Passage 2: With Precise Nouns
A tta c h e d M a te r ia ls
Please find:
Passage 1: Without Precise Nouns
Passage 2: With Precise Nouns
Video entitled Precise Nouns can be found @
https://www.youtube.com/watch?v=AKcXWw3W0ys&spfreload=10
P a ssa g e 1: W ith o u t P r ec ise N o u n s
Step 1: First, you scrape the food scraps off the dishes and into the
garbage.
Step 2: Second, put the dishes in the sink and turn on the water. It is
best to use warm water.
Step 3: Third, squeeze soap onto your sponge. I recommend the
soap brand Dawn. It cuts right through the grease.
Step 4: Fourth, scrub each dish, plate, cup, pot, and pan with the
soapy sponge. I prefer to wash all the utensils such as forks, spoons,
and knives before other dishes.
Step 5: Fifth, rinse off the soapsuds on each of the dishes.
Step 6: Sixth, remember to turn the water off in between rinsing each
dish in order to conserve water.
Step 7: Seventh, after you rinse the dish, examine it to make sure
you didnt miss any dirty, sticky spots.
Step 8: Eighth, place each rinsed dish on the drain board. You can
leave the dishes in the drain board to dry or you can dry the dishes
with a dishtowel.
Step 9: Finally, clean up by rinsing the sink and wiping up any water
splatters around the sink area.