Lesson Topic: Possessive Nouns Grade: 2nd Subject: Daily 5 Cooperating Teacher:
Mrs. Penny
Student: Sarah Wager
Date: 5/2/12
VIRGINIA STANDARDS OF LEARNING OBJECTIVES
2.6 The student will use language structure to expand vocabulary when reading.
b) Use knowledge of contractions and singular possessives.
LESSON OBJECTIVE
The students will demonstrate the able to identify possessive nouns by
participating in a read aloud and video discussion.
TASK ANALYSIS
Do the students know what a noun is? Yes
Do the students know examples of nouns? No
Do the students know the meaning of possession? No
Do the students know the difference between singular and plural nouns? No
Do the students know how to write a sentence with possessive nouns? No
Can the students find possessive nouns in their daily reading? Yes/No-with guidance
KEY TERMS
Plural
Singular
Nouns
Possessive
Apostrophe
Person
Place
Thing
SEQUENCE OF THE LESSON
Anticipatory Set
 I will begin the lesson by doing a quick review of nouns and possessive
nouns. We will use their created sentences to help review the possessive
nouns.
Teacher Input
 After the anticipatory set, I will start my first mini-lesson. For this minilesson, I will be doing a read aloud of the Greedy Apostrophe.
o Page 2- What are some apostrophes you notice on the page?
o Page 6- Why do you think the director is a pen?
o Page 12- What does it mean by possessive?
o Page 14- What is the apostrophe’s job?
o Page 17-19- Did he make the write nouns possessive?
o Page 23- Why do the kid want to catch him?
o Page 25- What lesson did the apostrophe learn?
 During the guided reading groups, the students will work closely with
problem solving, inferences, and comprehension.
o Gummy Bear group- Freckle Juice
 Questions attached to guided reading organizer.
o Cupcake group- Sammy Stuffit
 What did young Sammy have to do as a result of his room being
so stuffed?
 What caused Sammy to change his attitude toward his stuff?
 Are there really people like Sammy? Is this story realistic?
 Why do you think young Sammy’s parents allowed him to
collect so much stuff?
 What kind of lesson do you think the author wanted you to
learn from Sammy?
 During most of the story, what kid of person was Sammy?
o Gumball group- The Sometimes Friend
 What do you think is the most important idea the author
wanted you to learn?
 Why do you think some people treat their friends the way
Dinah did in the story?
 What do you think will happen next in the story?
 How are Lucy and Dinah different from each other? How are
they alike?
 What steps did Lucy take to solve her problem with Dinah?
 What was the result of Dinah not being a good friend to Lucy?
o Lollipop group- Jessica Loves Soccer
 How did Jessica end up playing on Jason and Jamal’s soccer
team?
 Why did the coach tell Jessica not to move from the center
circle?
What happened as a result of Jessica ignoring the coach’s
instructions to stay in the center of the circle?
 What did Jason, Jamal, and the rest of the Red Dragons learn
that day?
 What does Jessica have in commons with Jason and Jamal?
 What’s different about them?
 Do you think Jessica will make the Red Dragons’ team next
season? Why or why not?
 The second mini-lesson will be the students going around the room to try to
catch the greedy apostrophe. They will be given cards and they need to
decide if the Greedy Apostrophe is at work with their word. They need to
decide if they need to catch the apostrophe and put him back in the cage.
Modeling
 I will model good reading and listening strategies by asking comprehension
questions during the read aloud, video, and guided reading lessons.
Checks for Understanding
 What is a noun?
 What are examples of nouns?
 What does it mean to be plural?
 What are examples of plural nouns?
 What does a possessive noun mean?
 What are examples of possessive nouns?
Guided Practice
 I will guide the students with completing their graphic organizers by asking
the guided comprehension questions.
Independent Practice
 The students will independently find possessive nouns in both the read aloud
and video.
Closure
 I will close with restating how that a noun is a person, place, or thing. I will
also conclude with how we add a -‘s to the end of a noun to show ownership.

DIFFERENTIATION
 Verbal discussion throughout the lesson will help to promote high thinking,
questions, and group discussions. The verbal discussions are a great time for
students to express their thinking.
 Visual learners will have the read aloud and video to help understand
possessive nouns.
 For the spatial learners, I will have a visual of nouns in the read aloud and
video.
 Group discussion can help those interpersonal learners and help build the
confidence of those who are not.
ASSESSMENT
 I will informally check the students understanding during the read aloud and
video discussions.
MATERIALS
 Greedy Apostrophe
 Brainpop junior video
 Guided reading organizers and books
TECHNOLOGY
 Brainpop jr.