Nouns Lesson Pland for 2nd Grade

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

Identify the key vocabulary (i.e., developmentally appropriate sounds, words, phrases, sentences, and paragraphs) essential for children to use during the learning segment.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

Pass out the student handouts (handouts will be stapled together in a packet—each student gets one packet with materials)

Learners returned to class without the document and so we completed a group activity where they made notes individually on a form and then we used the Smart board to note down what everyone had met. I chose the most common experience and we used that to base our first statement on. We discussed the unit that it related to and the group were able to ask questions. I circulated, checking their first sentence and then the paragraph for spelling and grammar issues which were identified and I used an activity to note down key words which developed into a sentence – asking what should go at the beginning and at the end, use of commas, etc. Once the opening sentence was perfect, the learners used the same skills to write the rest of the paragraph and I was able to give individual support to suit their needs on a 1:1 basis.

Students will demonstrate their knowledge on vocabularies by identifying the new words listed in the text and researching and explaining at least three of them in their own words

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

The school year is getting underway and the young people will be either learning or reviewing their ABC’s and 123’s. Now, is also a good time for the rest of us to review the basics as well…..

First, friends, family, and strangers were surveyed and asked what words they would like to banish from our language. As a result, the entire class compiled a list of over 500 words and phrases. Group A decided to create tables using multiple outlets to expand their table making knowledge to more than

Divide the class into teams and have them find the pronouns in the sentences you write on the board.

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

That was something I’d done differently from one lesson to another. Within that lesson, though, I realized that students needed more time to write because they were asked to come up with examples to help them with a future assignment. I adjusted my plan, taking out a later activity that I’d considered, and allowed them to spend the time writing and asking questions. They had more questions about these words than I expected, especially one of the Hispanic students. I made sure to address those and I also tried to give them examples of my own to help them remember the words and accurately understand the ideas each portrayed. The changes I made for this lesson helped each of the students to understand the words individually and to be engaged. It gave them time to ask questions too so that their concerns weren’t overlooked. Keeping track of student learning all together can be hard, but is central to actually teaching rather than just relaying information. Teachers also need to be flexible in their teaching to give students the time and attention they need.

This year my third grade class began a lesson on compound nouns. We began by playing a matching game. Each child picked a card with a word on it. They then had to try to find a partner who had another word that would pair up with theirs to make a new word. The children were very excited, but no one made the connection with compound words. Once they were paired up, each student said their word and their new word. At this point, they started guessing that we ere going to talk about compound nouns. I observed the children’s excitement begin to diminish when they realized they were not just playing but learning too.

This is a method where you split the class into learning groups to learn about a particular aspect of a general topic. Once the children master their aspect, the groups get shuffled up so that there is a master from each aspect to teach the others in the group they have been assigned to. Everyone’s knowledge is compiled together to gain a full understanding of the general topic. This also shows the students that they can learn from their peers and use them as resources. Another way of minimizing pressure is to put less emphasis on grades. One way of doing this could be to create a folder for each student where they will put what they see as being their best work. When going through their folder, “Focus on progress and demonstrated learning in their work” (Specific Classroom Management Methods). Show the student how much they have improved with time.