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Lesson Plan Template
Name: Sammantha Ashley
Date: 10/10/14
Lesson Title: Parts of Speech: Nouns and Adjectives
Grade Level: 3rd
Length of Lesson (Minutes): Approximately 75 minutes
Common Core State Standards or State Standards
(Include the number and the entire standard. Highlight relevant portion emphasized in this lesson.)
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences.
Central Focus of Unit/Learning Segment
(The single instructional theme or essential question across the planned learning segment that is aligned
with content standards and relevant learning objectives.)
You must be able to determine the difference between a noun and an adjective by being
able to write sentences using both or one of each.
Lesson Objectives
(Observable statements that specify what students will be able to do at the conclusion of a lesson. Such
objectives should be aligned with relevant content standards and should include verbs that allow for
measurement of students’ achievement of the desired outcome.)
The students will be able to…

demonstrate their understanding of nouns and adjectives.

write sentences using nouns and adjectives.

write sentences that use adjectives to describe nouns.

distinguish between what is a noun and what is an adjective.
Language Demands
Language Function & Key Learning Task
(Identify a language function central to the learning segment and a key learning task that provides students
with the opportunity to practice using it. A language function is the purpose for using language in the
learning task or what students will use the language to do; it’s typically represented by an action verb in the
lesson objective. Examples include, but are not limited to: analyze, argue, categorize, compare/contrast,
describe, explain, interpret, justify predict, question, retell, summarize…)
Language Function: Explain
Key Learning Task: The students will explain the difference between a noun and
adjective on their Exit Slips at the end of the lesson. (See Closure)
Content/Academic Vocabulary
(List and define the content vocabulary taught in the lesson.)
1. Noun- a word that identifies a person, place, or thing
2. Adjective- a word that describes a noun
Discourse & Syntax
(Describe how students will use one or both of the following. Include language that you will expect students
to use verbally and in written form.)

Discourse (how students talk and verbally communicate in knowledge construction in ways
specific to discipline)
The students will be engaged in cooperative discourse in the following manner:

Question and answer throughout the lesson.
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
The Nouns and Adjectives Game- the students will recite a different noun and
adjective in an engaging way. (See Instructional Procedures- Part 1: The Nouns and
Adjectives Game)
Syntax (set of written conventions specific to discipline for organizing symbols, words, & phrases together
into structures, for example, sentences, formulas, staffs in music, etc .)
The students will be engaged in syntax in the following manner:
 Nouns and Adjectives Task Cards- Students will write the nouns and adjectives
in the right columns on the answer sheet after they decide which word is the
noun and which is the adjective on each of the cards. (See Instructional
Procedures- Part 2: Nouns and Adjective Task Cards)
 The Parts of Speech Foldable- The students will write on each tab examples
that follow the guidelines of whether it’s a noun or an adjective. (See
Instructional Procedures- Part 3: Parts of Speech Foldable)
 The Exit Slip- The students will write the definitions for a noun and an adjective.
The students will also need to write a sentence using both a noun and an
adjective. (See Closure)
Supports
(What opportunities AND supports will you provide for students to use the language function, practice and
apply content language/academic vocabulary, and integrate discourse and syntax? Describe how you &
students will use these supports. (i.e., graphic organizer, anchor chart, foldable, chart, model, word wall,
and strategies such as think, pair, share, etc.). Consider how you will use/differentiate these supports to
meet the needs of learners with different levels of language learning.)
Language Function:
The first part of the Exit Slip is where students will be required to write the
definition of a noun and an adjective. They also must produce a sentence using a
noun and an adjective. (See Closure)
Academic Language:
The students will be using academic language during question and answer
throughout the lesson.
Discourse:
 Question and answer throughout the lesson.
 The Nouns and Adjectives Game- the students will recite a different noun
and adjective in an engaging way. (See Instructional Procedures- Part
1: The Nouns and Adjectives Game)
 Support: Voki Avatar- tell the students what a noun and an adjective is.





Syntax:
Nouns and Adjectives Task Cards- Students will write the nouns and
adjectives in the right columns on the answer sheet after they decide which word
is the noun and which is the adjective on each of the cards. (See Instructional
Procedures- Part 2: Nouns and Adjective Task Cards)
Support: Task Cards
The Parts of Speech Foldable- The students will write on each tab examples
that follow the guidelines of whether it’s a noun or an adjective. (See
Instructional Procedures- Part 3: Parts of Speech Foldable)
Support: Foldable
The Exit Slip- The students will write the definitions for a noun and an adjective.
The students will also need to write a sentence using both a noun and an
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
adjective. (See Closure)
Support: Exit Slip
Materials/Resources
(What do you need for this lesson?)





Pencils
Computer with printer and internet access
Voki Avatar Website
Nouns and Adjectives Task Cards
Parts of Speech Foldable Print Out
Assessment/Evaluation Criteria
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Formative Assessment
(A range of assessment procedures used by teachers during the learning process in order to modify teachin
g and learning activities to improve student achievement occurring throughout the lesson .)
 Question and Answer throughout the lesson. The teacher will check for
understanding as the students answer and pose questions of their own.
 The Noun & Adjective Game-the teacher will assess the students by listening to
the students as the game goes on to measure their understanding of nouns and
adjectives.
 Nouns and Adjectives Task Cards-as the students record their information the
teacher will circulate the room and monitor their understanding of the activity.
After the activity the teacher will go over each card with the students and take
volunteers for their answers and see if everyone agrees.
 Parts of Speech Foldable-the teacher will assess the students as he or she
circulates the room and look at the answers on their foldables to measure their
understanding between nouns and adjectives.
Summative Assessment
(Summative assessments occur at the end of the lesson to determine what students know and do not know.
What evidence will you collect and how will it document individual student learning/mastery of lesson objecti
ves? Include evaluation criteria such as a checklist, rubric, answer key, % earned for mastery, etc. Attach c
opies of any documents that will be used as evidence.)

Individually students will be required to show their mastery of nouns and
adjectives by obtaining an 80% or higher score on their Exit Slip.
 As a whole class, the students will be required to demonstrate mastery of
knowing the difference and distinguishing between nouns and adjectives by
obtaining a class average of 80% or higher on their Exit Slips. If this is not
obtained, the teacher will reevaluate and reteach the lesson.
 Exit Slip- to assess to see if the students know the definitions of a noun and an
adjective. To also assess if the students can produce sentences with adjectives
and nouns.
Academic Feedback
(Based on your formative and summative assessments, How will you monitor and/or give academic feedbac
k? How will students use the academic feedback? What opportunities are you giving students to use acade
mic feedback?)



Question and answer throughout the lesson. The teacher will provide
academic feedback as the student’s answer questions and ask questions of their
own. The teacher will verbally acknowledge student’s efforts and correct
responses. If a student incorrectly answers a question, the teacher will rephrase
the question for better understanding. He or she may provide statements or
clues that will lead the student to obtaining the correct answer. The teacher may
also call on another student to help their peer when necessary. (Formative)
(Oral)
The Nouns & Adjectives Game- The teacher will provide feedback while the
students compete against each other using nouns and adjectives. The teacher
will tell the students if they are incorrect with their answer or they answered with
the same word as already used. (Formative) (Oral)
Exit Slip- The teacher will provide written feedback for the students on how well
they mastered the definitions of nouns and adjectives. The teacher will also give
written feedback of the student’s mastery of the sentence they provided.
(Summative)
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Instruction
(Include a suggested time for each major activity in the plan below.)
Be sure to include both form formative and summative assessment within your instructional
plan. This plan should be highly detailed and carefully sequenced with information so that
another teacher could implement your plan. The plan explains both student and teacher a
ctions.
Set/Hook/Motivator (10 minutes)
(This brief section at the beginning of the lesson grabs the students’ attention and focuses
their thoughts on the learning objectives by utilizing knowledge of students’ academic, soci
al, and cultural characteristics.)
Higher-Order Thinki
ng Questions
Identify high order thinking
questions that cannot be
answered with a yes or no
.
Does anyone know
what a noun is?
Does anyone know
what an adjective is?
The teacher will inform the class as they enter that they will be learning ab
out nouns and adjectives. The teacher will ask the students as a class if th
ey know what a noun is and if they know what an adjective is to give them
the opportunity to answer. The teacher will then show the students two Sc
hool House Rock videos for nouns and adjectives. The students will look f
or the meaning of a noun and adjective while viewing the videos. The teac
her will then ask the students the same questions that were presented at t
he beginning of class to check their understanding of what a noun and adj
ective are.
Nouns: https://www.youtube.com/watch?v=kfnXUWJz0sE
Adjectives: https://www.youtube.com/watch?v=6Nuxeh4V1ng
Instructional Procedures
(This is the body of the lesson plan; it is the way in which information is shared with studen
ts and the methods used to help them assume a level of mastery of that material.)
Part 1: The Nouns & Adjectives Game (30 minutes)
Have two children face each other with the rest of the class acting as the r
eferees. One child starts by saying a noun. The other responds with an adj
ective that fits that noun, e.g. "flower," followed by, "pretty." Then the
first child says another noun and the second child responds, again, with a
n adjective that goes with it. The game continues until either child
loses. The child that wins stays up and faces a new challenger. The
winning child must now take on the opposite role. So if they said nouns be
fore they are now adjectives and vice versa.
A child loses if:



they take too long to answer a question;
they say, "um," before answering;
they repeat a word that has already been said in the round by
either child;
 they say an incorrect word (one that either isn't a noun or adjective
or an adjective that doesn't fit).
Web 2.0 Tool- Voki Avatar- “What’s a noun and what’s an adjective?”
The definitions and examples of a noun and an adjective:
http://www.voki.com/pickup.php?scid=10436540&height=267&width=200
Compare & Contrast:
What is the
difference between a
noun and an
adjective?
If you say a noun, wh
at is used to describe
the noun?
An adjective does
what to a noun?
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Part 2: Noun and Adjective Task Cards (15 minutes)
Each student will be given a stack of task cards that have sentences printe
d on them. There is also a card in the stack that says the directions for the
cards on it. The students will get a sheet with columns labeled nouns and
adjectives to record their information on. The students will read the senten
ces on each card and pick out the nouns, as well as the adjectives in each
sentence on each card. After they decide which words are nouns and adj
ectives, they will then record them underneath the correct columns on the
answer sheet. Once all of the students have completed this activity, we wil
l go over it aloud that way everyone understands the noun and adjective in
each sentence.
Part 3: Parts of Speech Foldable (15 Minutes)
The teacher will hand out the foldable sheets to put together. The students
will follow directions for putting the foldable together and for filling them o
ut. The foldable will have three different parts of speech: noun, verb, and a
djective. (The verb tab will be left in for a later date.) After the foldable is a
ssembled, the students will then fill out each of the tab sheets for noun an
d adjective. The students will use these foldables for future reference whe
n using the parts of speech.
Closure (5 minutes)
(The closure provides an opportunity for STUDENTS to demonstrate that they’ve met the l
earning objectives for the lesson by actively engaging in a short task. Examples of tasks in
clude exit tickets, think-pair-share, use of clickers, etc. The closure can include your summ
ative assessment.)
The students will be given an Exit Slip, where they will describe what a no
un is and what an adjective is. They will also use the Exit Slip to write their
own example of a sentence that uses an adjective and a noun. Part 1 of t
he Exit Slip they will answer the questions: What is a noun? What is an adj
ective? Part 2 of the Exit Slip will be for the students to write one sentence
using an adjective and a noun. The students will turn these in at the end o
f the lesson.
Adaptations to Meet Individual Needs
(How will you adapt the instruction to meet the needs of individual students?)
What is a noun?
What is an adjective?
Write your own sente
nce using an adjectiv
e and a noun.
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High-Level Learners: 6
I will provide for my “high-level learners” the opportunity to help out the “struggling
learners” during the lesson. This will give them the opportunity to be in a role as a peer tea
cher and deepen their understanding of the material.
On-Level Learners: 3
All activities will engage a wide variety of learners because there are so many different
kinds of learners in the class so to meet those goals I will use activities that engage them
all in the way best for them. For example, kinesthetic, verbal/linguistic, intrapersonal,
interpersonal, visual, logical/mathematical, and musical learners.
Struggling Learners:5
My struggling learners will have the opportunity to work with the “high-level learners” or “on
-level learners” in groups to be able to help them when they are struggling. They will have
opportunities throughout to be able to work with someone of a high level to help their under
standing.
English Language Learner: 0
Even though I do not have any ELL students, I would make sure to use visuals, group
work, and engaging activities to help these ELL students learn the same material as the
rest of the class. Using visuals and hands-on activities is helpful to these students so they
can comprehend the material better.
Other individual needs of the students/class you are teaching?
I would use…
 discussion and groups for the auditory and interpersonal learners
 songs and lyrics for musical learners
 visuals, models, pictures, and presentations for visual learners
 movement activities for kinesthetic learners
Management/Safety Issues
(Are there any management and/or safety issues that need to be considered when teaching the lesson? What
supports and behavioral management strategies are you providing to your students to facilitate a smooth and
structured lesson. Provide classroom-wide strategies as well as those needed for specific students .)


The teacher will…
randomly group students so that students with varied learning levels are given the
opportunity to work cooperatively and help one another.
 ensure that the students are engaged and paying attention to the lesson.
 ensure that students stay on task while working independently and when working
together.
Rationale/Theoretical Reasoning
Rationale
(Describe suggestions and research-based best practices for teaching the specific content in your lesson. Thi
s should not be generic information that could be applied to any lesson.)
Students need to know the difference between a noun and an adjective so they can write
correct sentences using the right parts of speech. Students will be required to conduct sen
tences that have more than one part of speech to make sense. Students need to know the
se parts of speech to form sentences, paragraphs, and later papers. Student need to kno
w these things to help them communicate correctly with others.
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Theory
(Include a description of the theory and how it specifically applies to your lesson. Theorists such as Piaget, Vy
gotsky, Dewey, Gardner, etc.)
Gardner’s Multiple Intelligences I incorporated the School House Rock videos for my musical and visual learners.
(See Set/Hook)
 I incorporated discussion and group activity for auditory and interpersonal learners.
(See Instructional Procedures: Part 1)
Gardner’s Multiple Intelligences Theory: http://web.cortland.edu/andersmd/learning/mi%20
theory.htm
Marzano Instructional Strategies Cooperative learning- the lesson incorporates a group activity (The Nouns and
Adjectives Game)
Marzano’s Instructional Strategies: http://elearninginfographics.com/the-roberto-marzanos
-9-effective-instructional-strategies-infographic/
Vygotsky’s Learning Theories:
 I incorporated an activity that used group interaction with all the students. (The
Nouns and Adjectives Game)
Vygotsky: http://www.learning-theories.com/vygotskys-social-learning-theory.html
Common Misconceptions or Difficulties
(What are some common areas in which students are likely to have misconceptions or difficulties pertaining to
the specific content that you are teaching?)
Even though students know how to conduct sentences, they do not know what they are us
ing to make those sentences to communicate or write. A lot of times students do not know
the difference between the parts of speech. They have a hard time naming what an adjecti
ve or a noun is. Students do not understand what builds a sentence to help them communi
cate with others or communicate their ideas.
References
(List the sources used in this lesson for activities, vocabulary, rationale, theory, misconceptions, etc.)
School House Rock Videos:
https://www.youtube.com/watch?v=kfnXUWJz0sE
https://www.youtube.com/watch?v=6Nuxeh4V1ng
The Nouns & Adjectives Game: http://www.primaryresources.co.uk/english/nounsandadj.h
tm
Reflections/Future Modifications
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(To what extent did the class learn what you intended them to learn? Describe student progress toward maste
ry of objectives. What trends can you identify?)
(How did students use the language function, vocabulary, syntax, and discourse that you identified in the Lang
uage Demands section of this lesson plan?)
(What will be your next steps instructionally? What goals do you have for immediate and long-term re-teachin
g and instruction based on feedback you provided to students with varied needs?)
(What did you learn about your students as learners? What have you learned about yourself as a teacher?)
(Provide principles from research and/or theory specific to the content of your learning segment and students’
needs to support your statements.)