Baker College Teacher Prep Lesson Plan Form

Unit: Communication Lesson Title: Nouns and Grade/Period: 3rd

Adjectives
CCSS or State Standards:
CCSS.ELA-Literacy.L.3.1.a
Explain the function of nouns,
pronouns, verbs, adjectives,
and adverbs in general and
their functions in particular
sentences.

Resources and Materials:

Word Cloud
Game: Nouns
Noun Importance Worksheet
Instruction of Nouns for
teacher attached below.
Example of Noun word cloud
attached below

(can be attached)
Objective:
What students will know and
be able to do stated in student
friendly language (use
Blooms and DOK levels for
higher level thinking
objectives)
Essential Question(s):
Over-arching questions of the
lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?
Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at
the beginning of the lesson.
I can: Identify the function of nouns by participating in the
collaborative game Game: Nouns. (Remember and
Understand)
I can: Apply the function of nouns by writing a story based
off the worksheet Noun Importance Worksheet
(Remember and Understand and Apply)
How does knowing different parts of speech help create
effective communication? (Overarching)
How is a noun used as a part of speech in communication?
(Topical)
Word Cloud
Students review examples of nouns by creating a Word
Cloud. Each student gives an example of a noun. (Teacher
can print these off and hang around classroom.) Example
below. This is based off of background knowledge from 2nd
grade standards. (Ten minutes)
Sequence of Activities:
Provide an overview of the 1. Word Cloud: Class discussion about what they notice
flow of the lesson. Should about the nouns they listed. Relationships? (7 minutes Total/
also include estimates of
3 to make cloud and 4 to talk about the relationships)
pacing/timing.

2. Instruction of function of nouns. (10 minutes: Be sure

to hand out notes before class to save time!)
- Teacher instructs with PowerPoint with
projector
- Instruction Notes (Below) for assistance
- Students add Instruction Notes to their
Communication Unit Binder as a reference

3. Game: Nouns: (8 minutes: Averaging 15-30 seconds per

student for answers)
Credit: http://www.harcourtschool.com/activity/basketball/index.html

- This is a class activity. Use popsicle sticks to

pull names.
- This replaces the traditional worksheet and
will provide immediate formative assessment to the
teacher.
- Student chooses the correct noun and then has
to explain WHY they chose it. This requires the
student to explain what the function of the noun is.
If student is struggling: Be sure to write their name
down on a sticky note. This student may need
differentiation or extra instruction from teacher.

4. Thumbs up, thumbs down. Are we getting it?

Differentiation Time! (Thumbs up/thumbs down itself will
take 30 seconds, but differentiation activities will take 10
minutes simultaneously)
- If thumbs up, complete the Noun Importance
Worksheet Credit: education.com
- Expect about 15 students to be
ready for this enrichment activity.
- This requires the students to
write a story without nouns (Purpose: Show
the importance of nouns in communication).
- Students can work in groups,
but keep noise level to a minimum.
- Requires critical thinking skills
- If thumbs down: those students go to work station
with teacher.
- Expect your 10 students that
tested below grade level expectations and
your 3 ELL students to need extra help.
- Ask them questions to know
what needs work: Do they not understand
what a noun is? Or are they getting stuck on
the language, not the content?
- Provide clear sentence
examples such as Pete ran away. Begin by
asking if these students can identify who or
what the noun is. Scaffold if need be. Guide
them to discover what the function is: for
example, Pete is the subject of the sentence.
Why? Because Pete is the one running away.
You could ask the students Who is running
away? Answer: Pete = subject.
 5. Summative Assessment: Function of Nouns Quiz (15
minutes)
- Differentiation:
- ELL students: Sit at table with teacher. Teacher read
aloud directions and each sentence. If do not finish,
extend time to next class.
- Push in teacher that is available: Monitor students,
answer questions, ask how the 10 students that below
grade level expectations are doing. If those students
are struggling, send to teacher table with ELL
students.

6. Closure activity: (Last two minutes)

- Students participate in 3-2-1
- students share 3 things they learned, 2 things
they have questions about, and 1 thing they want the
teacher to know (what they want the teacher to know
is written on notecards passed out by student helper
of day)

Instructional Strategies: Small group (teacher-student): seen at work station with

Research-based strategies to students who are struggling This is an excellent strategy
help students think critically as it allows for scaffolding. Focusing on 3 ELL students and
about the concept/skill 10 students who scored below grade level expectations.

Enrichment opportunities: seen if thumbs up activity in

which students complete a worksheet (Write a story without
using nouns in order to show them just how essential nouns
are.) This allows for students who are ready to move on to
have the opportunity to do so.
Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you
grade quiz, test, project,
paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction
could include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.
Formative:
Game: Nouns:
- If students correctly give the right answer that
corresponds to the game with the appropriate function
of that noun, then they are understanding the
standard.
Thumbs up, thumbs down.
- Thumbs up = enrichment opportunity Noun
Importance Worksheet
- Thumbs down = work station with teacher:
teacher scaffold with example sentences
Summative:
Function of Nouns Quiz:
- Each question is worth four points (2 for
identifying the nouns and 2 for the functions)
- Total of 36 points
The thumbs up/thumbs down is a way to formatively assess
the students.
- Based off of this:
- Thumbs up: Enrichment
possibility = Noun Importance Worksheet
- Thumbs down: Work station
with teacher = Scaffolding and extra
instruction with clear examples (Most likely
students who are ELL or scored below grade
level expections)
During summative assessment ELL students: Sit at table
with teacher. Teacher read aloud directions and each
sentence. If do not finish, extend time to next class.
 Summary, Integration and Students participate in 3-2-1
Reflection: - students share 3 things they learned, 2 things
List the way that you will they have questions about, and 1 thing they want the
bring students together to teacher to know (what they want the teacher to know
integrate and reflect on their is written on notecards passed out by student helper
learning from this lesson of day)
- Purpose = to recap what the students learned.
(Last 2 minutes of class.)

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What
do they need to know before they can learn this new information? What do the students know
about this topic prior to instruction? How will you engage the students, given what they already
know about the subject?

The inclusion activity is a review portion so I will know what knowledge has been taught
concerning this lesson.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?

Students creating a word cloud together.

Questions to Anticipate: What questions will students be asking you during the lesson? How will
you answer them?

Q. Why are some nouns capitalized? A. Some nouns are capitalized because they are proper. We
will be covering capitalization further in a couple days.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously
learned material? This is the summary at the end of the lesson. What did they learn?

Exit ticket.
Review why class did the word clouds: what did they notice about the nouns, pronoun, and
adjectives they listed? Any similarities or differences?

Homework/ Independent Practice: Based on what they learned in class, what could they do on
their own to practice the skill they learned today? Examples include practice problems, an
investigation, a game, or any other activity to apply what they just learned.
Students who continue to struggle can go home and continue to practice using Noun
Importance Worksheet, Game for Pronouns, or take sticky notes and describe things around the
house for adjectives.

Adaptations: List alternative plans you will make during your lesson as you consider student
strengths, challenges, and possible misunderstandings.

See lesson.

Remediation: What else can you do/have prepared to do with the students who did not
understand the information you presented?

See lesson.

Enrichment: What else can you do/ have prepared for the student who totally understood what
you taught and needs to take it a step further and extend the information taught?

See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this
lesson you might want to change/ improve/ expand on in the future?

This is an exceptionally behaved class and I can anticipate they will do well; however, that might
not always be the case. This review might need to be done in a larger area or via the standard
paper/pencil at your desk depending on the class.

Instruction Notes:
Noun
A noun is a word that represents a person, a place, or a thing. A thing in this definition can
be a physical entity or it can be an abstract idea. A noun may be used as a subject of a
sentence, as a direct object, as an indirect object, or it may be used as the object of a
preposition. Some additional noun applications are addressed below. Some examples of
noun usage appear in the following sentences.

noun as subject

Carpenters drive nails with air powered guns.

Blackhawk was a famous American Indian.

If it were Friday, John would be here.

Carpenters is the subject of the first sentence. Blackhawk is the subject of the second
sentence. Blackhawk is the name of a person. A noun that represents the name of a person
or a specific place is a proper noun. Some other nouns are also proper nouns, e.g.,
September, Easter, Holocaust. A proper noun is capitalized regardless of its position in the
sentence. John is the subject of the third sentence.

noun as direct object

Mr. Liu washed the car.

The authorities commended Roberta.

Identify a direct object by asking what or whom.

First sentence. Mr. Liu washed what? Answer: car. Car is the direct object of the verb
washed.

Second sentence. The authorities commended whom? Answer: Roberta. Roberta is the
direct object of the verb commended.

noun as indirect object

I sent Stephanie the camera.

He bought the dog a kennel.

Identify an indirect object by asking to what, for what, or to whom, for whom.
First sentence. I sent the camera to whom? Answer: Stephanie. Stephanie is the indirect
object.

Second sentence. He bought a kennel for what? Answer: dog. Dog is the indirect object.

noun as object of a preposition

He pulled the little red wagon to the store.

From her perspective, the meeting was a success.

First sentence. The preposition is to, and the object of that preposition is the noun store.
Second sentence: The preposition is from, and the object of that preposition is the noun
perspective.