Lesson Title: Identifying Nouns
Sunshine State Standards Benchmark: LA.126.96.36.199 The student
will identify and sort words into conceptual categories.
Write the Objective
Given ten words, six of which are nouns, the student
will identify the nouns with 80% accuracy.
Introduce the Lesson
- Gain student attention: Ask students if they know the very first words
they said as babies. As each “first word” is shared, write
it on the board and draw a simple picture to illustrate the word. Lead
students to identify the naming words (nouns) and underline each one.
Point out that knowing the names of things helps people get what they
need and want.
- Explain the objective: Tell students they are going to learn about
“words that name things” called nouns. Write the words “nouns”
and “naming words” on the board. Tell them they are going
to learn what a noun is and be able to identify a noun when they see
- Relate to prior knowledge: Tell students they already know many words
that are nouns. Have them think about and write or draw on a piece of
paper: (1) a place they went over the weekend, (2) a person who was
there, and (3) something they saw.
Present the Content
Knowledge and Skills in Lesson: Students know many words that are nouns.
They do not know the definition or categories of nouns.
Teacher and Student Learning Activities
- Hang up a large wall chart, titled “Nouns,” with labeled
columns for the categories “People,” “Places,”
- Point to the information written on the board and remind students that
nouns are naming words.
- Tell students the definition of a noun is a word that tells the names
of people, places, and things.
- Make sure students understand
the meaning of these categories.
- Ask the students to help you place the nouns from the “first word”
activity in the introduction in the appropriate categories on the chart.
Point out that all of these words are nouns.
- Using cards containing additional examples and non-examples of words
that are nouns, hold cards up one at a time and have students decide if
each word is a noun. Ask prompting questions to guide student learning:
Does this word name a person?
Does it name a place?
Does it name a thing?
Is it a noun?
- Tape the noun cards in the appropriate categories on the chart. Leave
the chart posted on the wall for future reference and review.
Activity Organization and Support
- Media Selection: Prepare the “Noun” wall chart and select
the word cards for examples and non-examples of nouns. Prepare
two student work sheets each containing 12 words, including eight nouns
for practice activities.
Student grouping: The whole class will work together on this activity.
Provide Practice and Feedback
- Guided Practice: Have students work in cooperative pairs to complete
a pair/check activity with a nearby student. Give each pair a worksheet
with 12 words, including eight nouns. Instruct student A to read word
#1, decide if the word is or is not a noun and indicate whether it names
a person, place, or thing and write the responses on the worksheet.
Student B reviews these responses and agrees or disagrees with Student
A and tells why. Partners change roles and continue until all 12 words
have been discussed. The teacher circulates throughout the guided practice
exercise, using questions to help students work through disagreements.
When finished, the teacher goes over all answers with students and provides
feedback regarding why answers are right or wrong.
- Independent Practice: Give students the second worksheet and direct
them to underline the nouns by themselves. Ask students to exchange
papers with a partner who will use the definition of a noun to make
sure each listed word is a noun and identify any words that don’t
match the definition. Conduct a quick review of papers to identify whether
individual students need reteaching, additional practice, or extension
- Judicious Review: Plan a quick noun recognition activity at the end
of each lesson in the unit on parts of speech.
Summarize the Lesson
Ask, “What kind of words have we been learning about today? How
can you tell if a word is a noun?” Teach the musical noun jingle:
“A noun is a word that always names: a person, or a place, or thing!”
This jingle can be sung to the tune of “Here We Go Round the Mulberry
Bush.” Point to the categories in the wall chart while singing.
Assess Student Learning
- Determine the Assessment Procedure: The next day, have students complete a written
assessment, with a list of ten words, six of which are nouns (boy, tomato,
Tallahassee, Mr. Smith, football, downtown) and four of which are not
nouns (sing, the, pretty, quickly). Students will write “yes”
or “no” on the line beside each word to indicate whether
the word is or is not a noun.
- Decide How to Judge Performance: Students must get eight out of ten
correct to demonstrate mastery.
For a student who can’t read or write individual words, the accommodations listed below could be provided:
- Relate to Prior Knowledge: Have the student draw and name pictures
of the places, people, and things, instead of writing a list of words.
- Present the Content: When adding words to the nouns chart, draw small
picture beside each word to cue recall of word meaning. Read each word
card aloud as you hold up the card.
- Provide Practice and Feedback: For the pair/check activity, ask the
student’s partner to read the words on the list aloud. For the
independent practice, read the student’s worksheet orally.
- Assess student learning: Administer the assessment to the student
For a student who has difficulty maintaining attention in large group
activities, the accommodations listed below could be provided.
- Introduce the Lesson and Present the Content: Seat the student close
to the teacher or next to peers who can help keep him or her focused
on the lesson.
- Have the student actively assist the teacher by underlining words on
the board that students identify as nouns or taping the word cards onto
the nouns chart.
- Provide positive reinforcement for appropriate behaviors, linked to
his or her behavior management system.
in Lesson Design
Access Points (Different Objectives)
for Individual Students
Students working on access points have different learning
goals and objectives for the lesson. The SSS Science Access Points specify
learning goals at the Independent, Supported, and Participatory levels.
For students working on the access points, the following modifications
could be made:
Independent Level Access Point: LA.1.1.6.ln.c The student will identify
and describe pictures of persons, objects, actions, and settings in familiar
Write the objective: Given ten pictures (three people, three places,
and four things), the student will classify the pictures as people,
places, or things with 80% accuracy. These pictures can be included
in the examples used in “Present the Content.” The student
is not expected to learn whether or not the words are nouns; he is learning
a prerequisite skill.)
Supported Level Access Point: LA.1.1.6.Su.c The student will identify
pictures of persons, objects, actions, and settings in familiar activities.
Write the Objective: Given ten pictures (two people, two places, and
six things that are a part of familiar classroom activities), the student
will identify the pictures with 80% accuracy. (Note: These pictures
can be included in the examples used in "Present the Content."
The student is learning a prerequisite skill–identifying people,
places, and objects.)
Participatory Level Access Point: The student will respond to names of
familiar persons and objects in routines.
Write the Objective: The student will respond correctly to at least three of four names of familiar people and objects in classroom activities. (Note: The activities involve actual people and objectsnot pictures.)
Go to sample lessons: Elementary
Science | Middle School Mathematics
Write Objective | Introduce | Present Content | Practice & Feedback | Summarize | Assess