KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate:

Lauren Chiarchiaro

Cooperating Teacher:
Group Size:

Class

Subject or Topic:

Ms. Walacavage

Date:

11/3/16

Coop. Initials

Allotted Time 35 minutes

Grade Level 1st

Nouns

Section

934

STANDARD: L.1.1b
Use common, proper, and possessive nouns.
I. Performance Objectives (Learning Outcomes):
A. The first-grade students will identify nouns by examining a sentence and
circling the noun(s).
II. Instructional Materials
A. Teacher
Stuck by Oliver Jeffers (Mentor Text)
Teacher Manual (Wonder)
Anchor Chart
Assessment (See attached)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
The first grade students know the behavior expectations in a class
game.
The first grade students know how to behave during a read aloud.
B. Key Vocabulary
Noun Naming words are nouns.
1. Person
2. Place
3. Thing
4. Animal
C. Content
See Key Vocabulary

IV. Implementation
A. Introduction
The teacher will call students over to the rug for a read aloud and
anchor chart work.
1. Today, we will be talking about nouns. Turn to a partner and
tell them what you know about nouns.
a. The teacher will give students 30 seconds to discuss.
2. Put your hand on your head if you know what a noun is.
a. The teacher will call on one student to share.
The teacher will now refer to the anchor chart and review the
definition of a noun and have the students echo.
B. Development
Now that we know what a noun is, we are going to read Stuck by
Oliver Jeffers. While I read, I want all of you to try your best to pick
out a noun and we will share them when I am done reading.
The teacher will read Stuck.
When the book is finished, the teacher will turn the students
attention to the anchor chart.
1. So, what nouns did you hear in the book? Remember, a noun
is a person, place, thing or animal.
2. The teacher will write the students answers on the anchor
chart.
a. The nouns will be sorted into categories to help visual
learners decipher the difference between person, place,
thing or animal.
Now, we are going to play a game to test your knowledge of
nouns!
The teacher will split the class up into two teams (9 and 9).
1. The students will come up with team names, the teacher will
write it on the board to keep score. Then, the teacher will put
two of the same sentence on either side of the board.
a. To play this game, one person from the team will
come up to the board and circle the nouns. Whoever
circles it first must tell me whether it is a person, place,
thing or animal. If that person gets it wrong, they only
get one point. If you get it correct, you get two.
b. The teacher will call up a student from each team.
2. If you get stuck, you may use the chart we made together to
help you.
The game will continue until every student has gone twice. The team
with the most points gets a sticker/prize.
C. Closure

 The teacher will close by handing out the exit slip and saying,
Congratulations to the winning team! You all were great detectives
finding all the nouns.
1. A noun is a person, place, thing or animal.
2. I want all of you to be great detectives again and just like we
did during the game.you will look at the noun in the sentence
(it is underlined or highlighted blue) and write on the line if it
is a person, place, thing or animal. I will write those words
down on the board if you need help spelling.
D. Accommodations/Differentiation
On the exit slip, students who are struggling readers will have an exit
slip with colored and underlined nouns.
E. Assessment/Evaluation Plan
1. Formative
a. Exit Slip
i. 6 5 correct = Mastery
ii. 4 3 correct = Average
iii. 2 1 correct = Remediation
b. Checklist (game)
i. See attached
2. Summative
a. There is no summative assessment for this lesson.
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
Remediation Plan
B. Personal Reflection
1. How could I have improved my lesson?
a. My lesson could have been more difficult. All my
students understood the lesson and did well on the exit
slip. Next time, I would modify this lesson to be a little
more challenging. During the game and on the exit slip,
students could be asked to identify more than one noun.
2. How clear was my delivery of the content?
a. The delivery of my content seemed to reach all
students.
3. Did I engage all the different types of learners in my
classroom?
a. The visual and auditory learners were engaged during
the anchor chart and book. My kinesthetic learners were
engaged during the game.

VI. Resources
A. Wonders Teaching Manual

Student Names:

Numbers Correct
1. G

2. N

3. BL

4. EM

5. LA

Absent

6. EL

7. J

8. BR

9. C

10. M

11. R

12. LO

13. J

14. A

15. W

16. D

17. O

18. BE

Name:

Directions: Look for the underlined noun in each sentence. Tell if the noun
is a person, place, thing or animal.

1. The store is open on Sunday.

G
2. 1.She
was going to catch the ball.
2. N

3. I got two books from the library.

3. BL

4. 4.My
EM teacher gave us homework.
LA
5. 5.The
cat played with a toy.
6. EL

6. My sister gave me a sticker.

7. J

8. BR
9. C
10. M
11. R
12. LO
Student
13.
J
Initials:

14. A
15. W
16. D
17. O

Can circle the noun in the

sentence

Can tell if its a person, place,

thing or animal

18. BE
= Mastery
Comments:

= Remediation

All the students easy identified all

the nouns in
the sentence without

any assistance.

All the students could identify

whether the
noun was a person,

place, thing
or
animal.