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After a class discussion of nouns, proper nouns, and things that we are thankful for, students will write one
to two complete sentences about what they are thankful for based on a checklist created by the teacher.
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Indicator: This will be evident when the teacher is reviewing with the students what a noun is.
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Indicator: This will be evident when the students are reading the sentence starters and reading the
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
Indicator: This will be evident when the students are writing their sentences
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
Indicator: This will be evident when the students and the teacher are talking about nouns.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
Indicator: This will be evident when the students are writing their thankful sentences.
INSTRUCTIONAL RESOURCES
● Chromebooks/Laptops
● Smartboard
● Padlet
● Construction Paper
● Pencils
● Sharpies
● Glue
● Checklist
Students will see on the board a picture of turkey, with a speech bubble next to it saying “What are you
thankful for?”
● Teacher will review nouns and proper nouns with the students. (What is a noun?) (What is a
proper noun?) (What are some examples of some nouns and proper nouns?) (What do we with
● Teacher will pull up a picture of a turkey on the board. There will be a speech bubble next to
● Teacher will ask students to think about what we are going to be talking about. Students will
participate in a turn and talk. (What are we going to be talking about?) (What is the turkey trying to
say?)
● Teacher will pull up Padlet and explain that Padlet is a tool that we can use to share ideas.
● Teacher will explain that what we are thankful for can be nouns or proper nouns.
● Teacher will model how to add text to a Padlet and write some examples of what someone
● Teacher will explain to the students that they will go back to their seats and use a class Padlet
to brainstorm ideas of what they are thankful for. Teacher will ask students to include their names
Chromebooks.
● Students can work around the room. Teacher will monitor students as they are working.
Students will have 7 minutes to work and the teacher will set a timer.
● When the timer goes off, teacher will have students come back to the carpet. Teacher and
students will go over some of the ideas that the students came up with.
● After teacher and students go over the Padlet teacher will explain the next step.
● Teacher will have one sentence on the board. The sentence starter will read, “I am for
thankful for ……. because”. Teacher will model an example sentence. One sentence must use a noun
● The teacher will require the students to use the Padlet as a guide to find ideas of what they
are thankful for. Teacher will tell students that the teacher must check their writing before they write
● Students will go back to their seats. Students can use the Padlet to brainstorm ideas for their
writing.
● Teacher will pass out the sentence starters to the students for their rough draft. The papers of
every student will be different. Students are on teams based on strengths, needs, and interests. The
● After the teacher checks their writing, students can write it on a nice piece of a paper.
Students then use the laptops or Chromebooks to find pictures that represents what they are thankful
for.
● Students can hand in their work. Students will then work on a proper noun and noun
matching worksheet.
● Students can work in their to-folders or read when they are finished.
Indicator: This will be evident when the teacher demonstrates how to use Padlet. Also when the
Strategy: Discussion
Indicator: This will be evident when the teacher is reviewing what a noun and proper noun is.
Strategy: Modeling
Indicator: This will be evident when the teacher is modeling how to write their “I am thankful for
…… because” sentences.
Strategy: Questioning
Indicator: This will be evident when the teacher is asking questions about what a noun and proper
noun is.
ADAPTATIONS (Exceptionality*)
The student who is an English language learner will be provided with content specific vocabulary words
The student who struggles to focus and attend will be re-focused and re-directed through the use of specific
non-verbal cues.
The student who profiles with grapho-motor challenges will be provided with pencil grips during small
writing assignments.
DIFFERENTIATION OF INSTRUCTION
Struggling Students:
Average Students:
Students will have to write two sentences. One sentence will have a sentence starter and the other sentence
Advanced Students:
using nouns or proper nouns to write what they are thankful for based on a checklist created by the teacher.
Informal: Teacher will walk the around the room and ask the students for the nouns and proper nouns that
INDEPENDENT PRACTICE
Following the lesson and after they finish their writing, students will complete a noun and proper noun
matching sheet.
Direct Teacher Intervention: The student, under direct intervention with the teacher, will work on a noun
Academic Enrichment: The student will use the computer to access a website called Grammaropolis and
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-
ela-standards.pdf
ELA Core Standards. (n.d.). Retrieved November 25, 2018, from http://www.corestandards.org/wp-
content/uploads/ELA_Standards1.pdf