ALEX | Alabama Learning Exchange

Down With the Nouns

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This lesson provided by:

Author:	LaTonya Barnes
System:	Birmingham City
School:	Princeton School
The event this resource created for:	CCRS

General Lesson Information

Lesson Plan ID:	33122
Title:	Down With the Nouns
Overview/Annotation:	Students will learn nouns by using an interactive sorting game. Students will compete with each other by putting noun cards down on the floor categorized by person, place, animal, or thing. Students will have to read and sort the cards. The student with no noun cards first, wins! This is a College- and Career-Ready Standards showcase lesson plan.

Associated Standards and Objectives

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: K	36. When speaking and writing, follow the rules of standard English grammar, punctuation, capitalization, and grade-appropriate spelling. a. With prompting and support, transcribe spoken words to demonstrate that print represents oral language. b. With prompting and support, compose a simple sentence, including necessary components to create a complete sentence rather than a fragment. c. With prompting and support, identify the role or purpose of a noun and a verb within a sentence and the type of information it conveys. d. With prompting and support, write the correct number of words, with proper spacing, for a spoken phrase or sentence. e. With prompting and support, begin each sentence with a capital letter. f. With prompting and support, capitalize the pronoun I and names of individuals. g. With prompting and support, recognize, name, and correctly use end punctuation. Examples: period, question mark, exclamation mark Unpacked Content Teacher Vocabulary: 36. Speaking Writing Standard English grammar Punctuation Capitalization Grade-appropriate spelling 36a. Transcribe Spoken words Demonstrate Print Represents Oral language Prompting Support 36b. Compose Simple sentence Necessary components Create Complete sentence Fragment Prompting Support 36c. Identify Role Purpose Noun Verb Sentence Conveys Prompting Support 36d. Write Correct number of words Proper spacing Spoken phrase Sentence Prompting Support 36e. Sentence Capital letter Prompting Support 36f. Capitalize Pronoun I Names of individuals 36g. Recognize Name Correctly use End punctuation Knowledge: 36. Students know: Standard English grammar, punctuation, capitalization, and spelling rules for speaking and writing. 36a. Spoken words can be transcribed into written words. 36b. The components of a simple, complete sentence. 36c. The purpose and function of a noun and verb within a sentence. 36d. Spoken phrase or sentences are composed of individual words that must be spaced properly when writing. 36e. Sentences begin with capital letters. 36f. The pronoun I and names of individuals are capitalized. 36g. The three types of end punctuation: period, question mark, and exclamation mark. End punctuation occurs at the end of a sentence. Skills: 36. Students are able to: Write and speak abiding by the rules of standard English grammar, punctuation, capitalization, and spelling. 36a. With prompting and support, Write spoken words. 36b. With prompting and support, Compose a simple, complete sentence. 36c. With prompting and support, Identify nouns and verbs in sentences. Describe the information a noun or verb conveys within a sentence. 36d. With prompting and support, Accurately write a phrase or sentence from dictation. Properly space words when writing a phrase or sentence from dictation. 36e. With prompting and support, Begin each sentence with a capital letter. 36f. With prompting and support, Capitalize the pronoun I and names of individuals. 36g. With prompting and support, Recognize, name, and correctly use end punctuation. Understanding: 36. Students understand that: The English language has grammar, punctuation, capitalization, and spelling rules. 36a. Writing words from dictation requires knowledge of capitalization and spelling rules. 36b. Simple, complete sentences are composed of a subject and predicate, while a sentence fragment lacks one or both parts. 36c. Nouns and verbs have rules for placement in a sentence and convey certain information within the sentence. 36d. When writing a spoken phrase or sentence, proper spacing must be placed between words. 36e. All sentences begin with a capital letter. 36f. People's names and the pronoun I are capitalized. 36g. There are three types of ending punctuation. Question marks are used for questions. Periods are used for statements. Exclamation marks are used for exclamatory statements. Sentences have different end punctuation based on the meaning of the sentence.
English Language Arts ELA2021 (2021) Grade: 1	32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. a. Identify the required features of a sentence, including capitalization of the first word and end punctuation. b. Transcribe spoken words to demonstrate that print represents oral language. c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought. d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys. e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence. f. Begin each sentence with a capital letter. g. Capitalize the pronoun I and names of individuals. h. Use commas in dates and words in a series. i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary. Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences Unpacked Content Teacher Vocabulary: 32. Rules of standard English grammar Punctuation rules Capitalization rules Spelling rules 32a. Identify Required features of a sentence Capitalization End punctuation 32b. Transcribe Spoken words Demonstrate Print Oral language 32c. Simple sentence Subject Predicate Complete thought 32d. Identify Role Purpose Noun Verb Adjective Sentence Describe Information 32e. Correct number of words Proper spacing Spoken phrase Sentence 32f. Begin Sentence Capital letter 32g. Capitalize Pronoun I Names of individuals 32h. Commas Dates Words in a series 32i. Recognize Name End punctuation Appropriate academic vocabulary Prompting Support Knowledge: 32. Students know: The rules of standard English grammar, punctuation, capitalization, and spelling appropriate to the first grade level. 32a. The required features of a sentence. 32b. Words that are spoken orally can be written using printed letters. 32c. The features of a simple sentence. The purpose of a subject and a predicate in a complete sentence. 32d. Role or purpose of a noun, verb, and adjective within a sentence. The type of information nouns, verbs, and adjectives convey. 32e. Spoken phrases or sentences are composed of words that must be spaced properly when writing. 32f. Sentences begin with a capital letter. 32g. The pronoun I and names of individuals are capitalized. 32h. Commas should be used in dates and in a series of words. 32i. Types of end punctuation. When to use end punctuation. Academic vocabulary to describe the correct use of end punctuation. Skills: 32. Students are able to: Use proper grammar, punctuation, capitalization, and spelling by following the rules of standard English. 32a. Identify the features of a sentence including, capitalization of the first word and end punctuation. 32b. Write spoken words. 32c. Combine a subject and predicate to compose a simple sentence that expresses a complete thought. 32d. Identify the role or purpose of a noun, verb, and adjective in a sentence. Describe the type of information a noun, verb, and adjective provide in a sentence. 32e. Count the number of spoken words in a spoken phrase or sentence. Write the correct number of words for a spoken phrase or sentence with proper spacing between each word. 32f. Use a capital letter to begin each sentence. 32g. Capitalize the pronoun I and names of individuals when writing. 32h. Identify a list of three or more items. Identify dates. Correctly use commas in dates and in a series (list) of three or more words. 32i. With prompting and support, Recognize, name, and correctly use end punctuation. Utilize appropriate academic vocabulary when using end punctuation, such as period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences. Understanding: 32. Students understand that: Using standard English grammar, punctuation, capitalization, and spelling in their writing will help them clearly communicate with a variety of audiences. 32a. A sentence begins with a capital letter and ends with punctuation while expressing a complete thought. 32b. Print represents oral language. 32c. To express a complete thought, a simple sentence must contain a subject and a predicate. 32d. Nouns, verbs, and adjectives are parts of speech. Nouns identify people, places, things, or ideas in a sentence. Verbs are action words that tell what a noun does in the sentence. Adjectives are words that describe attributes of a noun in the sentence. 32e. A spoken phrase or sentence is composed of individual words, and they should show where one word ends and the next begins by including proper spacing in their writing. 32f. All sentences should begin with a capital letter. 32g. Names of individuals and the pronoun I should be capitalized in their writing. 32h. Commas are used to separate words in a series. Commas are used to separate numbers in dates. 32i. There are three types of ending punctuation. Question marks are used for questions. Periods are used for statements. Exclamation marks are used for exclamatory statements. Sentences have different end punctuation based on the meaning of the sentence.
English Language Arts ELA2021 (2021) Grade: 2	45. Demonstrate understanding of standard English language conventions when writing. a. Identify the role of a noun, verb, adjective, and adverb within a sentence and explain the type of the information it conveys. b. Form regular nouns and verbs by adding -s or -es. c. Form and use simple present and past verb tenses. d. Form plurals by changing -y to -ies. e. Form and use frequently-occurring irregular plural nouns and verbs. f. Use plural possessives. Unpacked Content Teacher Vocabulary: 45. English Language conventions 45a. Noun Verb Adjective Adverb Conveys 45b. Regular nouns Regular verbs 45c. Verb tenses Simple present Simple past 45d. Plurals 45e. Irregular plural nouns Irregular plural verbs 45f. Plural possessives Knowledge: 45. Students know: The English language has grammatical conventions that must be followed when writing. 45a. There are different types of words within a sentence, and each word provides a particular type of information. The role of a noun, verb, adjective, and adverb within a sentence. 45b. Regular nouns and verbs are formed by adding an -s or -es suffix. 45c. Present tense verbs tell about something that is happening currently or continuously. Past tense verbs tell about something that already happened. Different suffixes must be added to the end of verbs to show when the action happened. 45d. A plural shows there is more than one of something. Base words that end in y must be changed before adding the plural suffix. 45e. Some nouns and verbs do not follow the regular pattern when forming a plural. 45f. A plural possessive is used when a plural noun has ownership, or possession, of something. Skills: 45. Students are able to: Correctly use standard English language conventions in writing. 45a. Identify a noun, verb, adjective, and adverb in a sentence. Explain the type of information nouns, verbs, adjectives, and adverbs provide in a sentence. 45b. Correctly form regular nouns and verbs by adding an -s or -es suffix. 45c. Form and use simple present and past verb tenses in writing. 45d. Form plurals by changing -y to -ies when the base word ends in y. 45e. Form and use frequently-occurring irregular plural nouns, such as feet, children, mice, fish, teeth. Form and use frequently-occurring irregular plural verbs. 45f. Accurately use plural possessives in writing. Understanding: 45. Students understand that: To clearly communicate through writing, they must use standard English language conventions. 45a. Each word in a sentence plays an important role in conveying meaning. A noun names a person, place, thing, or idea and tells who or what the sentence is about. A verb expresses an action or a state of being and tells what the noun is doing. An adjective describes a noun or a pronoun and tells attributes of the noun. An adverb describes a verb, adjective, or adverb, and provides more description about another word in the sentence. 45b. An -s or -es suffix is added to the end of regular nouns and verbs for subject-verb agreement and to form plurals. 45c. The simple present verb tense is used to describe things that are happening right now, and the suffix -s or -es is usually added to the end of the base word. The simple past verb tense is used to describe things that have already happened, and the suffix -ed is usually added to the end of the base word. 45d. To form a plural of a word that end in y, the y must be changed to -ies. 45e. Some nouns and verbs are made plural by changing vowels, changing the entire word, or adding a different ending. 45f. Plural possessive nouns show that a plural noun has ownership and that an apostrophe or -s apostrophe is added to the end of the word.

Local/National Standards:

Primary Learning Objective(s):

Students will be able to:

Identify proper and common nouns

Categorize nouns

Read and sort nouns

Make visual representations of nouns

Write sentences about nouns

Additional Learning Objective(s):

Preparation Information

Total Duration:	31 to 60 Minutes
Materials and Resources:	5 Colored Index Cards 40 White Index Cards Tape Markers Crayons Pencils Newspapers Magazines Book: A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian Cleary
Technology Resources Needed:	Computer with Internet access
Background/Preparation:	Teacher will make noun cards using index cards. Five colored index cards will be labeled: Nouns, Person, Place, Animal, and Thing. Forty white cards: 10 names referring to people, 10 names referring to a place, 10 names referring to an animal, and 10 names referring to a thing.

Procedures/Activities:

Motivation/Introduction

Teacher will read A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian Cleary.
The teacher will explain that nouns are divided into four groups: person, place, animal, and thing.
The class will discuss nouns in the story.

Teaching/Learning Activities

Students will play an interactive sorting game.
The teacher will tape on the floor the five colored index cards entitled: Nouns (top) with the four categories under the title labeled Person, Place, Animal, and Thing.
The teacher will explain that the objective of this game is that the noun cards be placed under the correct categories.
The teacher will select two students to play “Down with the Nouns”.
Each student will receive 20 cards.
Students will compete with each other by putting noun cards down on the floor categorizing them by person, place, animal, or thing. Students will have to read and sort the cards quickly. The student with all the nouns down first wins!
The teacher will gather the cards and select other students to play.

Closure

Once the children understand that nouns are divided into categories, students will create their own list or picture chart of nouns. Students will make five visual representations of nouns for each category and write sentences about the nouns.
As a closing activity, students can play any of the following online games:

http://www.softschools.com/language_arts/grammar/noun/balloon_game/

http://www.abcya.com/nouns_and_verbs.htm

http://www.sheppardsoftware.com/grammar/nouns.htm

Assessment

Assessment Strategies

Formative Assessment:

Students will make drawings of nouns.

Assess individual charts constructed by students for student understanding.

Informal Assessment:

Oral Assessment

Visual Assessment

Acceleration:

Teacher may make additional noun cards as an extension lesson.

Students may create a visual noun chart by cutting out pictures from magazines and newspapers.

Intervention:

Demonstrate the procedure over again as needed.

Limit noun categories to two.

Students with learning disabilities will be provided a designated peer reader and helper, as well as providing assistance with proofing classwork.

ELL students will have reduced length in written assignments and be allowed more time to complete written assignments. These students are also allowed to work with a partner.

ESL students will be provided a model, as well as visual aids. Students' work will be modified as well as given extra time to complete tasks.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

ALEX Lesson Plan

Down With the Nouns