Molloy College

Division of Education

www.prestigepartsofspeechworldwide.weebly.com

Alexander Detweiler Dr. Esposito EDU 527 03

December 7, 2017 Grade 1 Nouns ELA

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After participating in a game of I Spy involving nouns, students will create a chart on a piece of
folded computer paper with at least 10 nouns.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.L.1.1.B
Use common, proper, and possessive nouns.
Indicator: This will evident when students are using displaying their understanding of
nouns through a game of I Spy.

CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
Indicator: This will be evident when students are discussing nouns and creating their list
on nouns on the given piece of computer paper.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL RESOURCES

- SMART Board
- Dry Erase Board
- Dry Erase Markers
- Paper
- Ditto

MOTIVATION (Engaging the learner(s)*)

The teacher will explain the meaning of what a noun is and lead the students in a game of I Spy,
only choosing nouns to spy.

DEVELOPMENTAL PROCEDURES

1. The teacher will explain the meaning of what a noun is and lead the students in a game of
I Spy, only choosing nouns to spy. (What kind of noun is this? How do you know this is
a noun?)
2. Students will come up to SMART Board to sort images of words that are nouns and
words that arent nouns. (What makes this image a noun? Why is this image not
considered a noun?)
3. Students will be instructed to partner up and take part in a think, pair, share to give
examples of nouns they are familiar with.
4. Students will go back to their seats and will be given a piece of computer paper folded
into three sections. Students will be instructed to split the sections into person, place, or
thing and will have to list different examples of nouns. (What is the difference between
each section? What made you put this word in this section? Can it go into another section
instead?)
5. Students will go up to the dry erase board to create a class list of nouns.
6. After going over the nouns listed on the board, students will select the 4 most unique
nouns that they came up with.
7. Students will independently work on a ditto where they have to circle the noun in each
sentence. (Why did you circle that word? What makes it a noun? What makes that word
different from the others in the sentence? Are there any more words that can be circled?)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Discussion
Indicator: This will be evident when students are playing I Spy and discovering that the
words provided are nouns.
Cooperative Learning (think, pair, share)
Indicator: This will be evident when students are sharing the examples of different nouns
that they have written on their paper.

ADAPTATIONS (Exceptionality*)
The student who struggles to focus and attend will be re-focused and re-directed through the use
of specific non-verbal cues.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Students who are struggling will receive a word box for the tri folded paper activity containing
different nouns to choose from rather than thinking of their own.

Average Students
Students who are average will receive a word box with fewer examples than the struggling
students for the tri folded paper activity containing different nouns.

Advanced Students

Advanced students will not be given a word box.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Students will create a chart on a piece of folded computer paper with at least 10 nouns.

INDEPENDENT PRACTICE
Following the activity containing the folded computer paper, students will complete a worksheet
where they have to circle the nouns provided in each sentence.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

The teacher and student will work together to find various nouns located around the classroom
and explain why the object is a noun.

Academic Enrichment
Students will work on creating 5 of their own sentences using numerous nouns and underline
each noun used.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Blooms Taxonomy. (2017). Vanderbilt University. Retrieved 25 November 2017, from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Modeling. (2017). Learnnc.org. Retrieved 25 November 2017, from

http://www.learnnc.org/lp/pages/4697

New York State P-12 Common Core Learning Standards | EngageNY. (2017). Engageny.org.
Retrieved 25 November 2017, from https://www.engageny.org/resource/new-york-state-p-12-
common-core-learning-standards

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language