Lesson Plan

By: Jordan Moss

Lesson: Common and Proper Nouns

Length: 60 minutes
Age or Grade Level Intended: 3rd Grade

Academic Standard(s):
1.L.1 Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
3.L.1 Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.

Performance Objective(s):

1. The students will identify the difference between common and proper nouns
given the worksheet after reading the book “A Mink, a Fink, a Skating Rink: What
is a Noun?” with 80 percent accuracy.

2. The students will participate and identify common and proper nouns during the
noun game with the verified approval of the teacher.

Assessment:
The teacher will grade the common and proper noun worksheet upon completion.
Students need to score 80 percent or higher to pass.

Students need to participate during the Noun game. Students will be graded on
participation and during the game the teacher will observe and see if the students grasp
the knowledge needed. This will add to their total score on their worksheet. The students
will get plus 5 on participation and plus 5 on correctly identifying the words.

Advance Preparation by Teacher:

• Common and Proper Noun worksheet. Print off enough copies for the class.
• Master worksheet with answered questions.
• Book to read to class. A Mink, a Fink, a Skating Rink : What is a Noun?
 • A list of concrete common and proper nouns.

Procedure:
Introduction/Motivation:
Say to the students, “Who knows what a noun is? Does anyone know what proper noun
is? Can you give me an example? What about a common noun? Can you give me some
examples? Give the students some time to think and answer these questions. When the
students have answered show them the book that you are about to read to them. “This
book is called A Mink, a Fink, a Skating Rink: What Is a Noun? By Brian P. Cleary”
(Gardner: Interpersonal, Linguistic) (Bloom: Knowledge, Comprehension)

Step-by-Step Plan:
1. Have the students gather around the teacher on the floor in front of the classroom.
2. The teacher will read “A Mink, a Fink, a Skating Rink: What Is a Noun?”. This
should take around 15 min.
3. After reading ask the students what they learned from the book? (Gardner:
Linguistic)
What is a noun?
Describe a proper noun? (Blooms: Knowledge)
Explain what a common noun is? (Blooms: Comprehension)
4. After having a grand discussion about nouns, have the students go back to their
seats. (Gardner: Interpersonal)
5. Pass out the noun worksheet. Give the students 20 minutes to solve the
worksheet.(Blooms: Application) (Gardner: Intrapersonal)
6. When the students are done with their worksheets, instruct them to turn them in
and wait patiently till everyone is done. After about 20 minutes move on to the
next activity.
7. Explain the next activity. The Noun Game! Explain that this is a way to review
common and proper nouns. Students will be asked to sit "prim and proper."
Students will sit up straight and tall. Tell them that proper nouns are "tall"--
capitalized.
Then ask students to sit their "normal, common way." Students will slouch a bit
in their chairs. Tell students that common nouns are "short"--not capitalized.
(Gardner: Bodily-Kinesthetic, Interpersonal)
8. No give students a couple of example so they understand how to play the game.
Use the overhead/smart board/chalkboard, whatever is available so that all of your
students can see the word. Use mom and Jordan for examples.
9. Students should slouch for mom and sit up straight for Jordan. Check for
understanding and then start the game. (Gardner: Bodily-Kinesthetic)
10. Play the game for 10 minutes. During the game judge the students over their
understanding and participation. There will be a participation grade given.
(Blooms: Evaluation)
Closure:
11. After playing the game do a little review and make sure students understand the
lesson. (Blooms: Comprehension)
12. Ask the students what they thought of that activity.
13. Students should put away materials and get ready to move on. Tell students that
they did a great job and they will explore verbs tomorrow!

Adaptations/Enrichment:
1. Student with Learning Disability in Reading Comprehension.
There is not a tremendous amount of reading in this lesson other than reading the
worksheet but if the student has to read directions or worksheet. I will put that student
close to a classmate that will be able to help or close to my desk. I will also come around
and check if that student needs assistance.

2. Student with ADHD

First, I will have that students seated by the teacher’s desk during the book reading and
the Noun game to make sure they are paying attention. I will also have an additional
crossword for that student to do if they get done with their worksheet early.

3. Gifted and Talented Student in their Writing Ability

This student will be expected to include at least two more concrete sensory details into
their story. If this student gets done with their worksheet early, encourage them to read a
book or list some more common and proper nouns.

4. Student with Autism

Make sure to repeat all of the direction so they are clear and understandable. Some of the
steps might be too difficult for the student, so instead have them draw a picture of a
person in their life. During the game let him sit up straight or slouch down with the rest
of his classmates.

Self-Reflection:
Did the students learn what nouns are? Proper, Common?
Did the students enjoy the activity?
What can I do better next time?
Did I keep control of the class?
Was this lesson fun?

I hoped to teach students an important concept of language arts. I wanted to teach them
about nouns, specifically, proper and common nouns.
I believe that the book, worksheet, and activity that the students will complete will
specifically teach them about nouns.
 NOUN WORKSHEET PRACTICE

Name: ________________________________

COMMON and PROPER NOUNS

A common noun names a general person, place or thing.

examples: I went to the city.

The man was kind.

A proper noun names a specific person, place, or thing. Always capitalize the first letter
of a proper noun.

examples: I went to San Francisco.

Mr. Brown was kind.

Directions: Underline the common nouns with a blue crayon. Underline the proper
nouns with a red crayon.

1. The house is on Main Street. (1 common, 1 proper)

2. Karen played with her sister. (1 common, 1 proper)

3. Fran went to Friendly’s Pet Shop. (2 proper)

4. The car stopped quickly. (1 common)

5. Morgan Boulevard is a busy street. (1 proper, 1 common)

6. Michael and his friend chased the kitten. (1 proper, 2 common)

7. Did you see Kevin at the party? (1 proper, 1 common)

8. Laura looked at the stars through her telescope. (1 proper, 2 common)

9. There were no yellow markers in the box. (2 common)

10. Have you ever eaten a cheeseburger at Burger Planet? (1 common, 1 proper)

11. A young boy found a dollar on the sidewalk. (3 common)

12. Mary sat by the fire and roasted a marshmallow. (1 proper, 2 common)

Directions: Write the word “common” next to each common noun. Re-write each
proper noun correctly.

13. alice smith ______________

14. carpenter _______________

15. dog _______________

16. max _______________

17. book _______________

18. mayberry library _______________

19. jupiter _______________

20. planet _______________

List of Words for Noun Game

Proper Nouns

John London Paris

January September Monday
Friday River Thames Mexican
Buddhism Def Leppard New Orleans
Frank Sinatra New York St. Christopher
Mormons Republican United Nations

Common Nouns

Actor airplane airport army baseball beef birthday boy

brush bushes butter
cast cave cent
cherries cherry cob web coil dinner eggnog elbow
face fireman flavor gate glove
glue goldfish goose grain hair
haircut hobbies holiday