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RU Teacher Education Lesson Plan Format

Candidate Name: Lauryn Frymier Date: September 13, 2017 Grade Level: 1

Lesson Title/Topic:
Nouns: function (subject, object indirect object)

Standards 1.2 The student will expand understanding and use of word meanings.

c) Use common singular and plural nouns.

Specific Observable (Measurable) Objective(s):


Successful students will be able to identify and label nouns.

Essential Vocabulary:
Nouns and proper nouns

Assessment:
All assessment tasks may be performed as formative or summative tasks.
Written: Students will write an example of a grocery list
Spoken: As a class, we will talk about a couple examples that goes on a grocery list.
Observed: Students will write a grocery list and circle the nouns they have on it.

Student Considerations:
All learner will be able to receive one-on-one help or receive clarified directions as necessary
throughout the lesson that is being taught. Students with an IEP or 504 plans may have grocery lists
expectations modified to their needs. Learners with a writing disability will have an option to type
their grocery list or have it scribed. ELL and ESL learner who lack proficiency in written English
may write their grocery list in their native language or have it scribed. Students who are deaf may
receive clarified written instructions for the assignment and one-on-one interpreter support as
necessary. Students who are blind may use dictation software or have their grocery list text scribed
for them.

Instructional Resources, Materials, and Technology:


Examples of grocery lists
Overhead projector connected to internet
Paper and pencil for students to be able to write down a grocery list
PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time)


5-6 minutes Pre-writing Activity
“Let’s start off by talking about food, because who doesn’t love food right?”
“Go ahead and make a dinner menu with four items such as salad, soup, entrée and a
dessert”

The Middle: (Specify time)


4-5 minutes: Prompted Writing Activity
“Now that everyone has some ideas for their menu, let’s make a grocery list. Please make a
list of items you are going to need to make the food on your menus”

8-10 minutes: Guided Revision


“I would like all of you to go through your papers and circle all of the nouns that you have.
When you are finished switch with the person beside you and make sure they didn’t miss a
noun. I have put up on the board what nouns are and examples of them. You may also refer
to your writing handbook.”
“Now that we have conquered what nouns are, I want you guys to take 2 things off of your
grocery list and make it into a proper noun. On the board, there is a definition and
examples.”

The End (a.k.a. Closing): (Specify time)

2-3 minutes: Restating concepts and reminders


“As we are finishing up, remember the different types of nouns. It is very important to be
able to identify nouns and how to apply them.
“I hope you have a better understanding of what nouns are now, thank you.”

Teacher Reflection on Practice (following the lesson):


1. What evidence did you collect to show your students attained today’s objective(s)? Please
explain how you know which students did and did not master your objectives. Use formative
assessment data to support your claims regarding the portion of students who did and did
not master the learning objective(s).

2. Based on the result of your assessment, what will you do tomorrow? Can you go ahead as
planned or will you need to reteach concepts from today’s lesson? (Explain how you will
reteach and/or connect and feed forward.)

3. If you have to teach this lesson again, what might you do the same and what might you do
differently?

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