- Title: Common and
Proper Nouns
- Author: Stacie
Taylor
- Subject: Language
- Grade Level: First
Grade
- IEP
classification(s): ADHD
- Common Core Standard(s): L.1.1-Use common and proper nouns
- Lesson Goals: Students will be able to understand and explain the difference between common and proper nouns.
Instructional Lesson Methods and Assessment
Anticipatory Set:
· Review with the students the definition of a noun. A
noun is a person (point to self), a place (point around the room), and a thing
(point to the table or chair).
· Play game- Noun or Not a Noun
· Examples of the words: boat, kite, jump, box, skate,
run, pencil, doctor, cat, school
· Correct any misconceptions. If a student misidentifies
a noun have them go through the noun checklist: Is it a ____ person? place?
thing?
· Tell the students we are going to learn about two more
types of nouns-Common Nouns and Proper Nouns.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.1 Provide or activate background knowledge
Students will be able to recall what a noun
consist of: person, place, thing.
1.2 Provide alternatives
for auditory information
1.3 Provide alternatives for
visual information
Students will be able to learn from all three
learning styles.
|
4.1 Provide varied ways to respond
Students will respond by standing and saying
“Oh, Yes!” or sitting and saying “No, Way!”
6.1 Guide effective goal
setting
|
7.3 Reduce threats and distractions
Students will be reminded that everyone’s answer
is important.
8.3 Foster
collaboration and communication
Students will be encouraged to participate.
|
Introduce and Model New
Knowledge
·
Students will watch the following video: Schoolhouse Rock: Nouns
·
After they watch the video we will discuss the characteristics of a
common and proper noun.
·
The teacher will go over common nouns first. The teacher will explain
that a common noun is a noun that doesn’t give a specific name. For example:
dog, chair, teacher, school, boy, girl are all common nouns. A common noun
could be anyone, we just don’t know who it is.
· Next, explain proper nouns. Proper nouns
give a specific person, place, or thing. A proper noun is going to name someone
or something; we will know the name of the noun. Important to remember all proper nouns begin with a capital letter.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4 Support
memory and transfer
Teacher will assist students understand common
and proper nouns.
2.1 Define vocabulary and symbols
Students will be taught the definition of
common and proper nouns.
|
4.3 Integrate assistive technology
Students will watch a video on types of nouns.
|
7.3 Reduce threats and
distractions
Students will be reminded that everyone’s answer
is important.
|
Guided
Practice
·
Read to the students the following story: Incredible Ned by Bill Maynard
· After reading the story, go over the highlighted words
from the story. (Before reading the story, use highlighting tape to highlight
some common and proper nouns.) I chose about 10 words alltogether.
·
Using chart paper, write the words under the column
that noun goes under. While charting the words, have the students “buddy talk”
explaining why the noun goes under the common or proper noun column.
· Once all the words have been placed in the right
column, then explain to the students they will complete an activity where they
will practice choosing common and proper nouns.
· Explain they will be put in groups of 3 or 4 and given
a bag with paper leaves. On some leaves you will find common nouns. For each
common noun, your group will come up with a proper noun that belongs with the
common noun. For example, the common noun teacher your proper noun could be
Mrs. Taylor or for the common noun school your proper noun could be Hector
Elementary School.
· Assign the groups and let students being looking
through the bag.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.2 Highlight critical
features, big ideas, and relationships.
3.3 Guide information
processing
As a whole group, students will determine if
the noun is common or proper.
|
6.3 Facilitate managing
information and resources.
Teacher will assist students to process new
information.
|
8.1 Heighten salience of
goals and objectives.
Teacher will assist students on setting goals
for the activity.
|
Independent Practice
· Once the students have been placed in groups remind
them of the process for the activity. First look at your leaves that have common nouns.
· Second come up with some proper nouns that could work with your common noun.
· Second come up with some proper nouns that could work with your common noun.
· Third write the proper noun on one of your leaves that
are blank. Remember that proper nouns are capitalized.
· You will complete this process three more times. You
will come up with four proper nouns. If you have questions ask your group
members. If you still have questions then raise your hand and I will come help.
· When you get all your leaves completed see if you can
come up with some more common and proper nouns together as a group.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.5
Illustrate key concepts non-liguistically
3.3 Guide information processing
Teacher will assist students with this activity.
|
4.2 Provide varied ways to interact with materials
Students will work with a group to prepare
proper leaves.
5.2 Provide appropriate tools
for composition and problem solving
Students will have all the tools needed to
complete this activity.
6.2Support planning and
strategy and resources
Teacher will guide students during the
activity.
|
7.3 Reduce threats and
distractions
Teacher will remind students about group rules.
8.3 Foster collaboration and
communication
Students will work together and conduct
activity.
|
Once the groups of students have made their pairs and wrote them on the leaves we will go over them as a class and apply them to our Noun Tree.
· The teacher will call on each group and have them tell
the common and proper noun pair. If the group correctly matched the common and
proper pairs they will tape them to the Noun Tree. If the group did not correctly match the pairs then the teacher will go over why the pairs are not correct.
· The group will correctly write the common and proper
noun on new leaves, and then tape them to the Noun Tree.
· The students will go back to their desk to complete
the assessment activity.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1 Customize the display of information
Teacher will display the Noun Tree for the
students to apply the leaves.
3.4 Support memory and
transfer
Teacher will assist groups that didn’t
correctly name the proper noun.
|
4.2 Provide varied ways to interact with materials
Students will tape common and proper nouns to
the Noun Tree.
6.2 Support planning and
strategy development
Teacher will help students who didn’t understand the process of coming up
with a proper noun.
|
9.3 Develop
self-assessment and refection
Teacher will help students determine if they
correctly wrote a proper noun for the common noun.
|
Assessment
· Explain to students they will complete a cut and glue
sheet.
· Tell the students they will cut out each noun and
decide if it’s a common noun or proper noun. There are two columns on your
paper: one for common and one for proper.
· If the noun is common glue the word in the common side
of the paper, if the noun is proper glue the word in the proper side of the
paper.
· Remind the students about the Noun Tree activity and
what a proper noun looks like.
· Once the sheet has been past out, have the students
write their name on the paper the cut out the pieces and glue them on the right
side of the paper.
· Remind the students where to turn in the paper when
they are finished.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.1 Define vocabulary and
symbols
3.1 Provide or activate
background knowledge
Teacher will remind students of common and
proper nouns.
3.4 Support memory and
transfer
Teacher will remind students to cut out only
one word at time instead of all the words.
|
6.2 Support planning
and strategy development
Teacher will review common and proper nouns.
|
8.2 Vary levels of
challenge and support
The assessment
has a level of easy and hard words.
9.3 Develop self-assessment
and reflection
Students will need to access knowledge learned
about common and proper nouns to complete the assessment.
|
Schoolhouse rock noun video
Book-Incredible
Ned by Bill Maynard
Chart
paper
Construction
paper-for leaves
Construct
a tree-Noun Tree
Tape
Assessment
Sheet
UDL Principle
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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