Unit: Nouns and Verbs Lesson Title: What is a noun Grade/Period:

1st grade
CCSS or State Standards:
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the 35 minutes
conventions of standard
English grammar and usage
when writing or speaking.

CCSS.ELA-Literacy.L.1.1.b
Use common, proper, and
possessive nouns.

Resources and Materials:

Magnetic boards
Cut-outs of nouns, verbs, and
prepositions
Paper
Pencils
(can be attached)

Objective:
What students will know and be able to
do stated in student friendly language
(use Blooms and DOK levels for higher
level thinking objectives)
I can:
I can state what a common noun is.
I can state what a proper noun is.
I can use a common and proper in a sentence

Essential Question(s): What is a noun?

Over-arching questions of the lesson
that will indicate student
understanding of concepts/skills What
is it you want the students to
learn/know? Why?
How does a noun work in a sentence?
What are the differences between the two
types of nouns?

Inclusion Activity:
Describe an activity that will ensure
that all students and their voices are
included at the beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the
lesson. Should also include estimates of
pacing/timing.
Each student will be given a magnetic board along with cut-
outs of nouns, verbs, and prepositions. The teacher will have
the students put all the nouns that they see on the magnetic
board. The teacher will check by having them hold up their
boards.
1. The teacher can tell from the magnetic board how
much the students know.
2. First the teacher will cover what a noun is. It is a
person, place, or thing. Examples of each will be put
on the board.
3. The students will check over their boards to see if they
have any words that arent nouns. They will also check

Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess
student understanding. Formative
assessments are given during
instruction (check for understanding),
summative are after completion of
instruction (how will you grade quiz,
test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could include
testing accommodations, preferential
seating, segmented assignments, a copy
of the teachers notes, assignment
notebook, peer tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson
to see if any of the words left over are nouns. The
students will then set the magnetic boards away for
later.
4. The teacher will then cover proper nouns. They are a
name used for an individual person, place, or
organization, spelled with initial capital letters.
5. The students will use magnetic boards to show proper
nouns.
6. Students will write out 5 proper nouns not on their
magnetic board.
7. The teacher will then explain common nouns. These
are all other nouns.
8. Students will write out 5 common nouns not on their
magnetic board.
9. The students will then use magnetic boards to show
common nouns.
10. The teacher will then have students write out sentences
that use both types of nouns to show their
understanding of the different nouns.
The magnetic boards help the students that need to do more
than just read the words. They can hold the words in their
hands.
Formative: The opening activity will be the start of the
formative assessment. This will allow the teacher to know
how much the students know. The students will do a
similar activity to the opening only using the different
types of nouns.
Summative: The students will write 6 sentences. There
will be three of each using the different types nouns.
There might be students that need more help. The words for
their boards might need to be bigger. If they speak or read in a
different language the teacher can add the word in their native
language under the English version. The teacher can also have
a printed-out version of the definitions of the different nouns.
The students will continue to learn more nouns and verbs in a
sentence. The students will go over the meanings and
differences in later lessons. If the magnetic boards dont work
the teacher will need to come up with a different method to
teach the students.