MADELINE HUNTER Activity PLAN
Example Provided for EDEX 750 Technology for Special Populations
Objective: What the students will be able to do upon completion of the lesson.
Using the rule for proper and common nouns and a list of word, the student will sort into proper and common nouns: A proper noun is the name for a particular person, place, or thing. All proper nouns begin with a capital letter. (Write on the board)
Anticipatory Set: Relate lesson to everyday life or situation students may encounter. Discuss the importance in knowing the correct way to write especially all their classes. Discuss how using Proper and common nouns in the correct place in writing makes writing more specific and interesting to the reader.
Materials:
Whiteboard, computer with projection
Noun cards - common and proper
Worksheet with words to sort (prepare different word lists depending on reading
ability; allow the use of computer with speech output, read words to the entire
class as students work).
Pre-requisite skills:
Students will have been introduced to the concept of - common and proper.
UDL Considerations: What do you have in place so that this activity can meet the needs of all learners.
Procedures (Model/Lead/Test Format):
Initial instruction: The teacher will:
| 1. |
Review examples and not-examples of proper and common nouns. |
| 2. |
Provide the examples, restating the rule (or asking students to restate the rule) |
| 3. |
Provide not-examples (asking why the not-example is not capitalized) Explain that not-examples for proper nouns are called common nouns |
|
. |
Examples/ |
Not-Examples |
| persons |
|
| Ms. Hanes |
teacher |
| Rob |
boy |
Kim |
girl |
| Elvis |
singer |
| things |
|
| Pepsi |
drink |
Spot |
dog |
| Charlotte's Web |
book |
| Hershey's |
candy bar |
| places |
|
| South Carolina |
state |
Columbia |
city |
| Richland Fashion Mall |
mall |
| Shoney's |
restaurant |
Guided Practice:
Checking for understanding (recognition to recall)
| 4. |
Remove the noun cards from the board. |
| 5. |
Using examples and not-example word cards, ask students to place word card under either example or not-example labels. |
| 6. |
Continue to have students repeat the rule when ask "Why?" or "How do you know?" |
| 7. |
Using not-examples, ask students to state a proper noun for each common noun. |
| 8. |
Write proper nouns on the board as students respond. |
| 9. |
Briefly review rule and purpose of the lesson. |
| Independent Practice |
|
| 11. |
Distribute worksheets to students. Worksheets have a list of words to be sorted into common and proper nouns. |
| 12. |
Read directions to students. |
| 13. |
Do 1-2 examples with students. |
| 14. |
Direct students to complete the worksheet on their own and walk around to monitor and assist as needed. Students who finish first can use the words to compose sentences. |
Formative Evaluation
Evaluation: The teacher will check correct and incorrect oral responses on the checklist.
The teacher will check for the percentage of correct answers of 20 items on the worksheet.
Criteria: 80% mastery on sorting items according to nouns and proper nouns.
90% mastery on captitalizing the Proper nouns.
Download the Word Document: Lesson Plan
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of South Carolina Board of Trustees URL:
http://www.ed.sc.edu/caw/bio.html
Last updated: January, 2005 |