SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss Smith
Subject English/Language Arts
Grade Level 2nd Grade
Date/Duration October 24th, 2016
30-60 Minutes
Big Ideas Nouns are words that represent a person, place, thing or idea.
Nouns can be broken down into two separate categories, which
are common nouns and proper nouns.

Essential Questions What is a noun?

How can we determine if a noun is common or proper?

PA/Common Standard - CC.1.4.3.F

Core/Standards Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling

Standard - CC.1.4.2.R
Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling. Capitalize proper nouns.
Use commas and apostrophes appropriately. Spell words drawing
on common spelling patterns. Consult reference material as needed.

Objective TSWBAT individually determine whether a word is common or

proper _____ out of ______ times throughout a story.
Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Formative & Formative
Summative After listening to the story, the students will independently work
Assessment to find all of the common and proper nouns that are included in
Evidence
each sentence. When everyone has finished, the teacher will call
on students to read a sentence and say which common and proper
nouns they have found within the particular sentence.
Summative
The students will be asked to independently choose six common
nouns and six proper nouns to write on the pieces of candy
provided on a separate sheet of paper. The students will cut out
the candies when finished and bring them to the front of the room
to drop in the bins that are labeled common or proper. To assess
the students understanding the teacher will form of fishbowl in
the front of the classroom and pull examples from each bin. The
students will give a thumbs-up if the noun is in the right bin, and a
 thumbs down if it is not. The teacher will call on students to
explain why a specific noun is common or proper.

ISTE Standards for Learning is enhanced by opportunities to share and learn with
Students others. Students need to develop skills in sharing knowledge and
learning with others, both in face-to-face situations and through
Framework for 21st technology.
Century Learning
Accommodations, ELL Student:
Modifications This student will be given a copy of the story, and a candy sheet to
take with her when she leaves to meet with her ESL teacher. This
student is taken out each day during Language Arts instruction.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
The teacher will ask the students to tell him/her what the
definition of a noun is. The students should already know this!

Hook/Lead-In/Anticipatory Set
The teacher will place the definition for a common noun on the
board and have a student read it aloud to the class. The teacher will
repeat this process for the definition of a proper noun.
The teacher will place the examples on the board and point to the
word examples while instructing them to read the word aloud. The
teacher will then go through the different examples listed i.e.; Mrs.
Gribbin/teacher, Olive Garden/restaurant, etc. The students will be
asked to use each word in a sentence. If the students can use both
words in the sentence, that is great!

Explicit Big Idea Statement

Instructions Nouns are people, places, things and ideas.
Nouns can be broken down into two categories, common nouns
and proper nouns.
Essential Questions Statement
How can we determine whether a noun is a common noun or a
proper noun?
Objective Statement
TSWBAT work to individually differentiate between common and
proper nouns _____ out of ______ times throughout a story.
 Transition
The teacher will hand out the story to seated students and exclaim
that it is time to put our noun helmets on and get to work
discovering common and proper nouns.
The students will place their imaginary noun helmet on their head
and the teacher will select a student to read the first sentence. The
students will continue reading a sentence at a time as they go
around the room.
Key Vocabulary
Common- A general noun, only begins with a capital letter if it is at
the beginning of a sentence or follows a proper noun.
Proper- A specific noun, or a noun that is important. It will always
start with a capital letter.
Lesson Procedure PreAssessment of Students
The Activating Prior Knowledge will occur.
The Hook will occur.
The first Transition will occur.
Modeling of the Concept
The teacher will explain each of the definitions to the students
before beginning the story.
After the students have gone through the story and picked out all
of the common and proper nouns according to the instructions on
the page, the teacher will read the first sentence and ask a student
to tell her the first common or proper noun he/she found in that
sentence. The teacher will then call on a student to complete each
of the following sentences until all of the nouns are found.
The teacher will show each of the students the examples she has
chosen.
Guiding the Practice
The PreAssessment of Students will occur.
After the story is finished, the students will be given time to work
individually as they find the nouns. The teacher will remind the
students to stay on task by checking in every five minutes as the
students work through the story.
The teacher will help students that are struggling individually at
their desks.
When she/he believes that enough time has been allotted, the
teacher will announce that it is time to go over the story.
The teacher will call on students that are raising their hands to
read a sentence and explain which nouns they circled and
underlined. The teacher will circle and underline the nouns on her
own paper that is displayed on the overhead. After the students
have gotten half way through the teacher will have the class as a
whole call out the nouns that they circled or underlined. If the
students miss one, the teacher will pause and ask which noun the
students think was missed.
The independent practice will occur.
The second transition will occur.
The closure will occur.
 Providing the Independent Practice
The Summative Assessment will occur.
Students will work individually to place common nouns on circle
pieces of candy, and proper nouns on square pieces. When they
have finished, the students will come up to the front of the
classroom and deliver their candies to the correct bins. The
students will be instructed to place their names on the backs of
each piece of candy so that the teacher can measure the learning
that has occurred.
Transition
When the students are finished they can bring their candies up to
drop in the correct bins. The labels on the bins will determine what
bin the candy should go in.

Reading Materials Noun definitions, Story, Candy Sheet (Six square pieces and six
Technology circle), Two bins labeled (common nouns, and proper nouns),
Equipment scissors (for each student), overhead
Supplies
Evaluation of the Formal Evaluation
Learning/Mastery The students will explain the nouns that they chose to underline
of the Concept and circle throughout the story to the class as the work is gone
over.

Informal Evaluation
The students will be assessed based on their knowledge of
common and proper nouns at the end of the lesson. This will be
done by, picking nouns out of the bins and determining whether or
not the candies are in the correctly labeled bin.

Closure Summary & Review of the Learning

The teacher will have a student select a noun out of the common
noun bin three times. Each time the teacher will hold up the noun
selected and ask the class to give a thumbs up if it is in the correct
bin and a thumbs down if it is not. Repeat with proper nouns. Each
time, the teacher will ask the students why they came up with the
answer they did as a class. She/he will call on a student to explain.

Homework/Assignments
n/a

Teacher
Self-reflection