Smith, 1

Lesson Plan Assignment

Richard Smith EDRL 471 11/22/2009

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
Mainstream - eighth grade classroom with twenty students. There are eleven boys and nine girls. Ages ranging from 12-13.

Background: Nouns Unit

This is the beginning of the unit where students are reviewing nouns I want to access students prior knowledge to see what they already know about nouns and pronouns by using a KWL chart throughout the lesson on the board Introduce students to abstract nouns Today we will begin with nouns and throughout the week we will review the other parts of speech.

Content Objective(s):
Given a direct instruction with the class the SWBAT utilize a KWL chart to sort out prior knowledge of nouns. Given a guided discovery with the class the SWBAT recognize nouns in different forms (person, place, object and idea) by separating various noun words on a chart Given a guided discovery with the class the SWBAT recognize nouns in different forms (concrete/abstract nouns) by separating various noun words on a chart Given two sentences the SWBAT identify nouns Given todays lesson on nouns the SWBAT use correct sentence structure in writing sentences

Language Objective(s):
LISTENING o Lecture on nouns o Paying attention to other students during discussion o Paying attention to the teacher during the power point presentation READING o Students paying attention to the whiteboard o Identifying nouns in sentences WRITING o Taking notes o Groupwork: Students will work together to create a chart separating person, place, and object nouns o Homework: Write five sentences where they identify the nouns (proper and head nouns). Write five sentences that concentrate on replacing nouns with pronouns. SPEAKING o Participation during KWL chart, discussion and PowerPoint presentation

Nevada Standards: Power Standards

5.8.5 Edit for correct word usage: nouns, pronouns, pronoun case, verbs, adjectives, adverbs,
subject/verb agreement, verb tenses, pronoun/antecedent agreement, clauses, and phrases 5.8.6 Edit for use of correct sentence structure; edit sentences for elimination of fragments and run-ons.

Key Vocabulary:
Noun Proper noun Common noun Concrete noun Abstract Noun

Best Practices:
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Begin the lesson with assessing students prior knowledge of the different forms of nouns (person, place, thing or idea) by creating a KWL chart Lecture I will start the class with brief overview of the agenda and guide a classroom discussion. Explain the difference between object things and idea things Questioning Use a guided discovery to assess students prior knowledge on nouns and pronouns. Call and Response Pop up words, students should respond as a class

Warm Up Activity:
Create a KWL chart assessing what students already know about nouns. Assume that some students do not know about abstract nouns and leave that for the W and L column.

Lesson Sequence:
Begin class with content and language objective already on the board before class begins. Have the warm up KWL chart pre drawn and ready before class starts. Introduce todays lesson. Give a brief overview about what will be taught today. Today we will be learning about nouns. Assess students prior knowledge on how to use a KWL chart. Ask what they know about nouns. What do you already know about nouns write student responses on the board. Make sure to call on diverse group of students, even those without their hands up.

4 Ask students what they want to know about nouns. W What do you want to want to learn about nouns? write student responses on the board. Make sure to call on diverse group of students, even those without their hands up. Leave L for the end of the lesson.

Begin a guided discovery discussion with the class. Instruct students to take out their notebooks and take notes. Give students an allotted amount of time to get their things together, check and make sure the class is ready by instructing the students to Have all eyes on me, when done. Begin PowerPoint presentation on Nouns. Ask for the definition of a noun. (Person-Place-Thing) Call on random students making sure to not focus on one side of the room. This was just reviewed in the KWL chart, check to see whether or not students are understanding. For students having trouble help them out by telling them about the words on the white board. Go over people. Ask students to provide examples. What is an example of a person noun? Is this pencil a person noun? Is Mr. Smith a person noun? Walk around the room asking whether or not this is a person noun or not. Go over place. Ask students to provide examples. What is an example of a place noun? Is this pencil a place noun? Is Las Vegas a place noun? Walk around the room asking whether or not this is a place noun or not. Go over thing. Explain the term object noun instead of thing. Ask students to provide examples. What is an example of a object noun? Is this pencil an object noun? Oh it is Walk around the room asking whether or not this is an object noun or not. Display slide on proper/common nouns. Explain the differences between the two. Ask students to provide examples of common and proper nouns that are around the classroom. Call on students from all around the classroom to see whether or not students are understanding. Tell students to get into groups. Display PowerPoint slide with a word bank filled with thirty words. Ask for students to create a chart using a separate sheet of paper for each type of noun separating Person, Place and Thing. Walk around the classroom to ensure that students are working well together with their teammates and placing the noun words in to the correct categories. Back to slideshow. Check a few of the answers using a call and response by popping-up nouns on the screen. Nouns from the word back will pop-up on the screen and the students should correctly label each word as common/proper and person, place, or thing. Ask students to respond as a class and make sure to take note of students who are not participating. At the end of the slide call on individual students to identify a noun correctly as a common/proper - person, place, or thing Ex. President Obama is displayed *class should respond as Proper-Person* Show slide on concrete/abstract nouns. Instruct students to take notes again Concrete nouns are nouns you can see, hear, feel, and touch. Abstract nouns are nouns that cannot be

5 sensed by our five senses. Explain the difference between the two. Ask students on whether or not they understand abstract nouns. If the majority of the classroom looks like the understand, move on, if not, provide examples of both concrete and abstract nouns. Show screaming ghost slide displaying the word fear as an example of an abstract noun. Discuss why fear is an abstract noun. Ask students to separate back in to their groups and separate the thing nouns into concrete/abstract nouns. Walk around the classroom making sure students are understanding the difference between concrete and abstract nouns. Make sure to help groups that are struggling. When groups are finished check some of the answers. Same word pop-up game. Word pops up, Students should respond by either concrete or abstract. Finish the lesson by asking questions about what was learned today. What are proper, abstract, concrete, and common nouns. Verbally call out words and point to objects, people and ask students if it is a common/proper, person, place, object, or abstract nouns.

Accommodations:
Provide additional notes/handouts to students who have trouble note taking. Review the material the next day of class. Spend additional time reviewing the key vocabulary and material

Supplementary Materials:
LCD projector Whiteboard Markers, pencils, pens Paper Additional handouts Powerpoint Computer

Review/Assessment:
Open discussion on nouns o Participation During KWL During person-place-thing chart During conclusion review Homework to be turned in the next day and graded. (5 points for finished work) (1 point for each sentence that uses correct sentence structure) *total of 15 points* o Write five sentences where they identify the nouns (proper and head nouns). o Write five sentences that concentrate on replacing nouns with pronouns. Quiz o Friday, multiple choice quiz on nouns, pronouns, verbs and adjectives. 25 points total

Reflection:
This lesson went by too quickly. Timing became an issue. Tomorrow when reviewing verbs the SHR video might have to be omitted The game worked out well, students were involved and seemed to enjoy it. Spending more time on Pass the Pencil maybe more effective.
Form: 005 JDC 4/22/08

Works Cited
"CCSD Power Standards K-12." Palo Verde - English Department Resources - Power Standards. 10 June 2008. Web. 25 Sept. 2009. <http://www.paloverde.org/english/resources/tresources/PowerStandards/200809%20Power%20Standards.pdf>. Marchand, Melanie. "Nouns and Pronouns Language Arts Lesson Plan, Thematic Unit, Activity, Worksheet, or Reading or Writing Teaching Idea." The Lesson Plans Page - Over 3,500 FREE Lesson Plans! Web. 25 Sept. 2009. <http://www.lessonplanspage.com/LATypesNounsPronouns79.htm>.