top of page

Lesson Plan Template

  • Grade

  • Subject

  • Section

First

ELA

Conventions of Standard English

  • Competency

Nouns

  • Aligned Standards

Language

  • Strand

L.1.1.b

  • Vocabulary

  • Noun: A word that names a person, animal, place, or thing.
  • Person: A human being.
  • Animal: A living creature that is not a human.
  • Place: A particular area or location.
  • Thing: An object or item.

Noun Collector

Choose the Nouns

Prerequisite Skill

Materials and Preparation

  • Picture cards of various nouns (persons, animals, places, things).
  • Whiteboard and markers.
  • Worksheet pack including guided practice, independent practice, exit tickets, homework, and assessment.

Learning Objectives

  • Students will understand that a noun names a person, animal, place, or thing.
  • Students will be able to identify nouns from a list of words.

Introduction

Start the lesson by showing pictures of a girl and a boy. Explain that these pictures represent people, and nouns that name people are called persons. Next, show pictures of a dog and a cat, explaining that these are animals, and nouns that name animals are called animals. Continue with pictures of a park and a home for places, and a car and a plane for things. Clarify that a noun can name a person, animal, place, or thing.

Explicit Instruction/Teacher modeling

Define a noun as a word that names a person, animal, place, or thing. Use examples to illustrate each category:

  • Person: girl, boy
  • Animal: dog, cat
  • Place: park, home
  • Thing: car, plane

Write the words "flag," "front," and "stripe" on the board. Explain that only one of these words is a noun. Guide the students to understand that "flag" names a thing, making it the noun. Reinforce the key idea that a noun can name different types of entities.

Related Products

No Products are Available

Guided Practice

Distribute picture cards of various nouns. Work with the students to sort these cards into the categories of person, animal, place, or thing. Use a chart on the board to display the sorted nouns and discuss each category together.

Independent Practice

Provide students with a worksheet where they will see sets of words. Students will circle the word in each set that is a noun and explain why it is a noun. Example sets: (teacher, run, happy), (dog, bark, quickly), (beach, swim, sunny), (book, read, blue).

Differentiation

Support

  • Pair students with a partner for the independent practice.
  • Provide additional picture cards for hands-on practice.
  • Use simple and clear language, and offer visual aids to support understanding.

Extension

  • Introduce more complex nouns that belong to more than one category (e.g., "pet" can be a thing and an animal).
  • Create a classroom noun wall with pictures and labels for each category.

Assessment

Use the assessment worksheet from the worksheet pack to evaluate students' ability to identify nouns correctly. The assessment should include multiple sets of words and spaces for students to circle the noun in each set.

Review and closing

Review the lesson by discussing some of the examples from the guided practice and independent practice. Address common misconceptions, such as confusing verbs or adjectives with nouns. Allow students to ask any final questions, share their observations, or express any curiosities they have.

Misconceptions

  1. Students may confuse verbs or adjectives with nouns.
  2. Students may struggle to differentiate between places and things.
  3. Students might think that only living things can be nouns.
bottom of page