Lesson Plan Format:

Teacher: Brieanna Caillot Grade Level: 3rd

I. Content and Standards:

a. CC.1.4.3.L Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
II. Prerequisites: Students should be able to identify and give an example of the
different parts of speech (noun, verb, adjective, adverb, pronoun) as well as
identifying the difference between singular and plural noun
III. Instructional Objective: After viewing the power point students will be able to
match 6 pairs of common and proper nouns as such
a. Planet- Mars, Mercury, Venus, Earth, Uranus, Saturn
b. State- California
c. Holiday- Halloween
d. Drink- Pepsi
e. Teachers- Mrs. Schwenk and Ms. Caillot
f. Dog- golden retriever

students will be familiar with ways of identifying common and proper nouns such as
the following: proper nouns are capitalized; common nouns are not capitalized unless
at the beginning of a sentence. Common nouns are more general, and proper nouns
are specific

IV. Instructional Procedures:

a. Before:
i. Review what noun is,
ii. Introduce common nouns and ask students what they think that means
as well as what would fit into that category
iii. Do the same with proper nouns
b. During:
i. Review power point with students. There are slides that ask students to
practice, with the 6 examples mentioned above, have them write down
the answers on their white boards
c. After:
i. Review using the last slide to help them come up with a complete
definition of both common nouns and proper nouns
V. Materials and Equipment: power point, individual dry erase boards and markers for
students/ pencils and papers if dry erase boards are not available,
VI. Assessment/Evaluation: the students will be assessed using their answers from the
dry erase boards, there is also an assessment at the end of the week that will quiz
them on irregular plural nouns. Keep a list of students who you noticed did not get
the words correctly
VII. VII. Differentiation: Individualized Activities: create a small anchor chart for
students to put in their notebooks as a reminder of which nouns are common and
which ones are proper
a. For ELL students give them a paper to glue into their notebook that has the
definitions and examples written in both English and their language as
such, they will use this to follow along as the class goes through the power
point
i. : A proper noun is the name of a specific person, place or thing: un
nombre propio es una persona, lugar o cosa específica
VIII. Technology: computer and projector to present the power point on
IX. Self-Assessment: to be completed after the lesson
 Lesson Plan Format:

Teacher: Brieanna Caillot Grade Level: 3rd

a. Content and Standards: CC.1.4.3.L Demonstrate a grade- appropriate

command of the conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.

I. Prerequisites: students should be able to identify some irregular plural nouns, as

well as know what the different parts of speech are (noun, verb, adjective, pronoun,
adverb, regular and irregular plurals)
II. Instructional Objective: students will be able to organize 12 nouns into either
common or proper nouns. After organizing the nouns into the common and proper
nouns sections
III. Instructional Procedures:
a. Before: Review the definitions of common nouns and proper nouns with the
students and as for examples of both introduce the book activity and model using
a doc. Cam and a students’ notebook on how it will be glued into their notebooks
b. During: Allow students time to work on cutting out the sheet, and gluing it into
their notebook, as well as organizing their nouns into either the common or the
proper noun section. Before the students glue their nouns in, have them raise a
hand to have you check
c. After: Once the class has completed the notebook practice be sure to review it
with them, call on students to tell you what the common nouns are and what the
proper nouns are.
IV. Materials and Equipment: Computer, display of how the worksheet should be put
into their notebook, pencil, and a notebook for each student
V. Assessment/Evaluation: the students will be assessed on how many words they get
correct out of the 12 that they are given, this is in preparation for the irregular plurals
quiz at the end of the unit. During the lesson be sure to go around the class and
document students who are struggling with organizing between the two
VI. VII. Differentiation: Individualized Activities: pull a small group while the class is
organizing the nouns into common and proper columns. For students who struggle
with fine motor problems, have their worksheets cut out
VII. Technology: computer and a projector to show how the handout should be glued
into the student’s notebooks
VIII. Self-Assessment: to be completed after the lesso
 Lesson Plan Format:

Teacher: Brieanna Caillot Grade Level: 3rd

Content and Standards: CC.1.4.3.L Demonstrate a grade- appropriate command of the

conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

I. Prerequisites: students should be able to identify some irregular plural nouns, as

well as know what the different parts of speech are (noun, verb, adjective, pronoun,
adverb, irregular and regular plural nouns.
II. Instructional Objective: After whole class instruction on writing sentences and
identifying the common and proper nouns in each sentence, students will be able to
write at least three sentences that include at least three common and proper nouns.
Students will also be able to identify what the common and proper nouns in each
sentence.
III. Instructional Procedures:
a. Before: Review what common and proper nouns are, as well as how to tell the
differences between the two. Using the white board, and your own three
sentences, model how you would like the students to do the activity, using a
student as your own partner. Show your three sentences that include common
and proper nouns
b. Examples:
i. In third grade we are reading the case of the gasping garbage. The main
characters are Drake Doyle and Nell Fossey. They live in a town called
Mossy Lake. Nell’s mother works at the local college, Mossy Lake
University.

The common nouns are characters, town, local college. The proper
nouns are Drake Doyle, Nell Fossey, Mossy Lake, and Mossy Lake
University

c. During: Give students about 10 to 15 minutes (depending on how much time is left in
the lesson) to create at least three sentences independently on the topic of a book
that they are reading. They have to include 3 proper nouns, and three common
nouns. Once time is up, have the students switch with their partners, and the partner
will circle what the proper nouns are, and they will underline what the common nouns
are.
Be sure to have students repeat the directions to you and the class to ensure understanding of
what needs to be done.

Once students are done, they will return the notebooks to their partners, and read as
an indicator for the teacher to know how many students are done

IV. After: Call on students to read a sentence that they have written using their irregular
plural noun
V. Materials and Equipment: whiteboard and dry erase marker for teacher, notebooks
and pencils for students.
VI. Assessment/Evaluation: students will be assessed on the following
a. Student has at least three sentences with at least three different irregular plural
nouns
b. Student has correctly identified their partners’ irregular plural nouns. This will be
recorded after notebooks are collected and graded
c. There is a final assessment at the end of the unit
VII. VII. Differentiation: create example sentences for students to pick out and copy into
VIII. Technology: no technology is needed for this lesson
IX. Self-Assessment: to be completed after lesson
 Lesson Plan Format:

Teacher: Brieanna Caillot Grade Level: 3rd

I. Content and Standards: CC.1.4.3.L Demonstrate a grade- appropriate command of

the conventions of standard English grammar, usage, capitalization, punctuation, and
spelling.

X. Prerequisites: students should be able to identify some irregular plural nouns, as

well as know what the different parts of speech are (noun, verb, adjective, pronoun,
adverb, regular and irregular plural nouns)

II. Instructional Objective: After review of what students have learned about common
and proper nouns, students will be able to identify which nouns are common and
which ones are proper, out of 24 given nouns
III. Instructional Procedures:

Before: Review examples of common and proper nouns, and introduce the task card activity for
the task card activity, students will be given a recording sheet, and explain to them that they will
be looking for cards around the room. The cards will have numbers on them, so they will write the
plural form in the corresponding number box.

During: spread out task cards around the room, and have students rotate around the room in
order to look for them, once they are finished they will go back to their seat to read as an
indication of them being done.

After: talk about any patterns that they noticed

Materials and Equipment: a recording sheet for each student, task cards, that have a single
noun written on them, projector camera, pencils

Assessment/Evaluation: students will be assessed on the amount of common and proper nouns
that they identify correctly, there are 12 of each

VII. Differentiation: create a separate board that stops at 18 instead of 24. The numbers will still
match the correct task card, but for selected students their task board will not have as many
boxes.

Technology: projector camera

Self-Assessment: to be completed after lesson is complete