Name: Alix Hawk

Lesson Title: Nouns Galore!

Grade: Kindergarten

A. Standard
MDE grade level or CCSS

CCSS.ELA-LITERACY.L.K.1.B
Use frequently occurring nouns and verbs.
CCSS.ELA-LITERACY.L.K.5.A
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories
represent.

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

The students will (TSW) draw a noun with the knowledge that a noun is a person, place or thing.
I CAN show that I know a noun is a person, place or thing by drawing one.

EXTENSION: With the teacher knowledge of some students’ background knowledge, high-level
students may label their nouns as a person, place, or thing.

The student will (TSW) label their noun as a person, place or thing.
I CAN label my noun from the classroom as a person, place, or thing.

Formative Assessment…
Students will provide visual proof of their knowledge of nouns by drawing a noun and
classifying it as a person, place, or thing.

C. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?

What ideas for on task, active and focused student behavior?

Student Management:
Introduce nouns to the students
Discuss different things that are nouns
Explain that nouns are people, places, or things
Sort nouns into people, places, or things
Find nouns in the room to touch
Draw nouns to put on the worksheet
Circle whether the noun is a person, place, or thing
 Movement-

Students will move to different areas of the classroom to accomplish different tasks:
- Begin on carpet
- work with pairs (turn and talk) to brainstorm different people, places, and
things
- find a noun around the classroom
- students will finish with independent work at their table seats
- wrap up on the carpet (students will head back to their carpet square as they
finish)

Active Student Participation-

Students will actively participate in helping the teacher sort the nouns, brainstorming
their own nouns, and drawing their own nouns.

Classroom Management Focus-

Students will begin the lesson on the carpet with their voices off, raising their hand to be
called upon while sitting criss cross applesauce calmly. Students that are not following these
expectations will be reminded verbally directly and indirectly (thanking a student following
directions) and if the behavior continues the student will be asked to move to their table seat
for the rest of carpet time.
When finding a noun, students will walk and not run and keep their hands to
themselves- if they choose not to, they will sit at their table seat and simply think of a noun to
draw.
When working at their table seats, students are expected to work continuously
throughout the time until their work is done. If they are not doing this, they will be reminded
verbally. If the student does not finish their work by the end of the lesson, they are to put it in
their white folder to finish in the afternoon before they can participate in ‘choice centers.’

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

- the teacher will generate interest by playing a Schoolhouse Rock video on nouns
- the teacher will access prior knowledge by asking about what the children learned the day
before
- the teacher will practice/review nouns as classified as a person, place or thing (sometimes
animal)
E. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded? (step by step lesson progression)

 Introduce that we will be talking about nouns today

- remind students that nouns are a person, place, or thing
 Play the Schoolhouse Rock YouTube video
 Explain that we will be sorting different nouns into people, places, and things
categories
 Show students with one example- school (I DO)
 Sort the rest of the nouns as a class into the different spider webs (WE DO)
 Check for understanding (thumbs up, thumbs down)
- note: give students who do not give a thumbs up extra assistance with the next
activity
 Send students off to find a noun
 Pass out papers on their desks while they are finding their noun
 The teacher will explain that they will draw their nouns on the paper, and circle
whether their noun is a person, place, or thing. (YOU DO)
 The students will check with the teacher to turn in their papers to the blue bucket
and return to their carpet square
 When most of the students are done/time is almost up the students who are not
done will put their papers in their white folders and meet the class at the carpet
 The teacher will bring all students back to the carpet
 The teacher will ask what did we learn about? How do we know a person is a noun?
 The teacher will explain nouns as they happen in the real world, and use a think
aloud to explain where nouns might be seen- nouns are everywhere!

Thinking Levels: questions to engage students’ thinking

1. Remembering- Name a noun.

2. Understanding- What is a noun?

3. Applying- Classify nouns into the three categories of person, place, thing.

4. Analyzing- explain why something is a noun- Why is what you touched a noun?

5. Evaluating- Have students assess their own worksheet and justify their answers.

6. Creating- What is another example of a noun that is not on the sorting sheet/in the
classroom? (Imagine)
Accommodations: Differentiating to meet student needs

Remediation/Intervention-
 ELL and RTI students will have extra help from the teachers in choosing their noun
and telling whether it is a person/place/thing

Extension/Enrichment-
 Students who finish extremely early may come up with a noun that is not in the
classroom or on the board and draw it on the back, also labeling it as a
person/place/thing by writing underneath instead of circling like on the front.

Methods, Materials, and Integrated Technology:

 YouTube ‘Nouns’ SchoolHouse Rock video

 Spider web anchor charts
 Noun cutouts to sort
 Papers
 Pencils
 Doc Cam
 Crayons
 Sticky tack


F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

 Model how to think about whether a noun is a person, place, or thing (mention animals
are things)
 Model how to find a noun in the classroom
 Model how to fill out the sheet

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

 Students will find a noun in the classroom and be able to verbally state whether their
noun is a person, place, or thing.
  Students will give a thumbs up after I DO and WE DO to show that they understand

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?

 The students and teacher will sort the rest of the nouns into their respective webs- the
teacher will call on volunteers/ask the class as a whole where each noun goes.

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?

 Students will complete the worksheet

 Students who finish very early will draw a new noun and say whether it is a
person/place/thing
 Other students will turn their worksheets into the blue bucket

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

 The teacher will ask the students what we just learned about
 The teacher will then ask what a noun can be
 The teacher will tell students to look for nouns not only in their real world, but in the
books that we read as a class. Nouns are everywhere!

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?

 If the students have correctly identified their noun as a person, place, or thing on their
worksheet, the lesson objectives have been met.

L. Reflection (to be discussed immediately following your lesson)

How do you know that the objective(s)/target(s) was met? What
is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?

(Revised/Edited by Elementary Team, 2014)