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Nouns
by Elaine Ernst Schneider

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Grammar :
Nouns,
Pronouns &
Verbs
by Richard Caudle,
Brad Caudle

Nouns &
Pronouns
(Straight
Forward... by
Kathy Kifer
(Illustrator), S.
Harold Collins

Objective(s): By the end of this lesson the student will be

able to:
1. define the term 'noun'
2. differentiate between concrete, commmon and proper
nouns.
Pre-Class Assignment: Completion of the noun pretest. Click
here.
Resources/Equipment/Time Required:
Outline:
The noun is the first of the eight parts of speech. Just for
the record, here are all eight:
noun, pronoun, adjective, verb, adverb, preposition,
conjunction, and interjection.
Nouns can be used in different ways. They can be common
or proper. They can be subjects of sentences or direct
objects, predicate nominatives, objects of prepositions,
and indirect objects. There are also nouns of address,
objects of infinitives, and gerund nouns. Nouns, nouns,
nouns where do we begin?
First, let's start with a basic definition:
Nouns name persons, places, things, or ideas.
Persons: Mr. Johnson, mother, woman, Maria
Places: city, home, Texas, Canada
Things: house, ring, shoe, table, desk, month, light
Ideas: grief, democracy, courage, obedience
Concrete nouns can be touched. Abstract nouns (like
love, bitterness, happiness, or joking) cannot be touched
but are, nonetheless, still nouns because they name

entities.
Nouns can be proper or common.
Nouns that begin with a capital letter are proper nouns.
They have a specific name or title and refer to a particular
person, place, thing, or idea. Common nouns do not begin
with capital letters because they are less specific.
Here is a comparison: Common nouns are country,
language, mother, brother, teacher, pastor.
Those same nouns as Proper nouns might be England,
German, Mother Theresa, Sammy, Ms. Holstrom,
Pastor Hill.
Nouns of address
This is a noun used to call upon a person for his or her
attention. It can be the person's name or the name by
which he or she is known. Here are some examples:
Cindy, why are you here? (Noun of direct address is
Cindy)
Mom, please help me. (Mom)
I didn't understand, Judge, that I had to tell the truth.
(Judge)
Don't you dare leave this room, Kelly! (Kelly)
Nouns of direct address are "set off" by commas. This
means that if the
noun of direct address comes at the first of the sentence, it
is
followed by a comma as in the first two examples. If the
noun of direct
address is in the middle of the sentence, put commas
before and after.
If the noun of direct address is at the end of the sentence,
put the
comma before it.

Assignment(s) including Answer key:

List the nouns in the following sentences. Mark C for
common and P for proper.
. The mayor suggested that the boy clean up Wilmington
Statue for his community service project.
__________ __________ _______________

___________
2. Two friends water-skied on Lake Erie.
__________ ______________
3. The twins, who are from the large city of Houston, are
vacationing in Canada all next month.
_________ _________ _________
_________ __________
4. The teacher asked the student to report on the country
of France.
__________ __________ __________
__________
5. The address on the envelope clearly read Mexico.
__________ __________ __________
6. The witness's story was about a man fleeing from a
building.
__________ __________ __________
7. The factory blew into a thousand pieces.
__________ __________
8. Mary was so excited that she ran all the way home.
__________ __________
9. The journal by Hemingway was found after his death.
__________ __________ __________
10. Tractors are good for farming and also for young boys
and girls who want to practice their driving skills.
__________ __________ _________
__________ __________

For the Answer Key, Click Here

Pre-Requisite To: Pronouns

Example Exam Questions:

Submitted by:

Elaine Ernst Schneider is a freelance

writer and a teacher. She has been writing since high school and has
published articles, songs, and children's work. Presently, Elaine is a
curriculum author for Group Publishing and also writes the City Songs
column for www.newcolonist.com ezine.

For more Articles by this Author, Click Here

For more Lesson Plans in the Subject: Grade 9 Grammar

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..

LANGUAG
E ARTS
LESSON:
PARTS OF
SPEECH :
NOUN
Objective
s

Stud
ents
will
be
able
to
defin
e
differ
ent

.
Home

types
of
noun
sinclu
ding
prop
er
noun
s,
pron
ouns,
singu
lar
and
plura
l
noun
s.

Stud
ents
will
be
able
to
ident
ify
noun
s in a
sent
ence

Suggeste
d Grades:
3rd Grade 4th Grade

NOUNS LESSON PLAN

Procedure
Teachers -- tell the students: a fun activity
might be to have the students look around their
classroom, and write down everything they see.
Have each student read one or more of their
items out loud - most of these will be nouns.
Next, have the students organize these nouns
into categories of "people, places, or things."
(Ex. desk, chair, teacher, Sam, pencil, book,
chalkboard, floor...)
Proper Nouns
Proper nouns are nouns that name a certain
place, like New York City, or a certain person,
like Abraham Lincoln. Proper nouns begin with a
capital letter.
Examples of Proper Nouns:
Main Street
Dr. John Smith
Phoenix, Arizona
Spot
United States
East Elementary

Pronouns
Pronouns are words that can take the place of
nouns. When talking about yourself, you would
say "me" or "I" instead of your own name.
Examples of pronouns:
I
she
me
it
he

they
Wrong: Heidi called Kyle to ask Kyle if Kyle
could meet Heidi at the park. (This sentence
doesn't make sense - no pronouns.)
Correct: Heidi called Kyle to ask him if he could
meet her at the park. (Substitutes the pronouns
him and he for Kyle, and her for Heidi.)
Singular and Plural Nouns
Singular nouns are nouns that name one
person, one place or one thing.
Example:
cup
dog
toy
Plural nouns are nouns that name more than
one person, place, or thing.
Example:
cups
dogs
toys
To change most nouns from singular to plural,
add the letter s. But for nouns that end in
ch, sh, or x, add -es to show more than one.
Singular
bus
dish
box
bench
Plural
buses
dishes
boxes
benches
Some plural nouns have to be spelled in a new
way:

Singular
goose
child
man
person
Plural
geese
children
men
people
Teachers: Write these example sentences on
the board. Then have students try to identify
the nouns, as well as tell what type of noun it
is.
Example 1
Bill and Bob drove their car to Chicago. They
were tired.
(Bill, Bob, Chicago - singular, proper nouns.
They - pronoun)
Example 2
Disneyland, in California, is her favorite place to
visit.
(Disneyland, California = singular, proper
nouns.)
Example 3
She lives near the Atlantic Ocean.
(She = singular, pronoun. Atlantic Ocean =
proper noun.)
..

Subject: Language Arts

National Standards:
NCTE/IRA Standards for the English Language Arts *
Applying Knowledge
Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss

print and nonprint texts.

Communication Skills
Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Introduction:
Learning the parts of speech can be difficult for students, especially those with special needs.
This more visual and tactile approach to teaching nouns and adjectives can help make them
successful.
Objectives:

Students will identify nouns and adjectives.

Students will share ideas about classroom objects.

Students will write sentences using the ideas from class discussions.

Materials:

Student Chart (right-click and Save Target as to download)

board to write on (or see technology options)

5 different tactile surfaces that can be glued on (cotton ball, sand paper, a penny, soft
cloth, egg shell, whatever you can think of!). Make group boxes of these objects for
students to share.

Glue

Construction paper (enough for class)

Objects falling under the various forms of nouns with different textures.

Textures placed on a magnet (big enough for whole class to see)

Anticipatory Set:
Pass around objects that vary in texture and fall under the various forms of nouns among the
students. Ask the students what is it? Write the word What on the left side of the board.
Encourage them to only answer with a noun (do not use the word noun at this point, though).
Once answers are more consistently nouns, ask them to describe the objects. Once again, write

Describe on the right side of the board, while encouraging them to only use adjectives (do not
use the word adjective at this point).
Tell the students that they will be learning about "what" words and "describing" words today. We
will be learning that What words are nouns and Describing words are adjectives.
Procedure:

Under What on the board write, noun, under Describe, write adjective.

Using the objects that you passed around to the students, place one under the noun side of
your giant chart. Ask them to remember the words they used to describe it.

Using the magnets or objects, place it beside the object on the adjective side.

Do this repeatedly using the words noun and adjective as much as possible. Ex. next to
the picture of a sweatshirt, put the cotton ball for soft. The definition is in the visual, so
emphasis on the words will drive that home without overwhelming students.

Repeat until the students appear confident and consistent.

Pass around a chart to each student, including the paper with all of the pictures. Ask them
to cut out the pictures or have them already cut.

Put the students in a group so that they share one box of objects that work as adjectives.
Make sure there are enough for each student to use one of each to describe their picture.
Each student is working alone, but is being supported by his/her peers.

Have students glue pictures and objects to the chart page.

After gluing pictures and objects to the page in the correct spots, have them write a single
word describing each right underneath their picture or object.

Have each child write a sentence about one line (The dog is soft.) at the bottom of the
paper. Have them underline the noun in blue and the adjective in red.

When complete, have the students glue the chart on construction paper so that they may
use it as a reference as you explore the parts of speech more in depth.

*This lesson can be made more difficult, by having each individual do it alone or using only
objects without a chart. At younger grades, some students will not be able to write sentences on
their own or may need assistance.
Assessment:

Students will identify both noun and adjective through their chart, their single word, sentence,
and underlining each correctly.

Technology options and tips:

Use an interactive whiteboard. Download and use the blank chart (Microsoft Word document)
or SMART notebook file from here. Or create a similar file using your white board's software
(Promethean flip chart, etc). Get the students actively involved with the lesson on the
whiteboard, perhaps as a reteaching activity or for a version of the lesson combining both
physical objects and digital images.
Anticipatory Set:
Students can come to the board to write the what and describes on the board as the object is
passed around. Use one color pen for the noun and another color for the adjective.
Procedure: (on whiteboard)
Change the pictures in the blank chart (Microsoft Word document) or SMART notebook file to
suit your class or needs or use as is. Add the words noun and adjective to the top of the chart.
The students can drag and write the name of the picture, then write an adjective for the picture.
Note that you can set the VIEW to dual page for students to drag pictures form one page to the
other into the chart. Use the same colors for noun and adjective that you used in the anticipatory
set. Set
After students complete their own printed charts, review the chart as a class while students self
check their work.
After students write the sentences, have them share by writing the sentence on the interactive
whiteboard. Use the same colors for the noun and adjective as used previously in the lesson.
Save the projected document and print for use as a reference later.
Option if an interactive whiteboard is not available:
Project the image on a dry erase board. Have students take turns using the computer mouse to
move picture objects as they name the object. Students or teacher can use a dry erase marker to
write the words to describe. Use one color to write the noun and another color for the adjective.
You will not be able to save the completed lesson for later use.

*Standards for the English Language Arts, by the International Reading Association and the
National Council of Teachers of English, Copyright 1996 by the International Reading
Association and the National Council of Teachers of English. Reprinted with permission.